国外三类经典形成性评价模型的比较研究及启示

Comparative Study and Enlightenment of Three Classical Formative Assessment Models Abroad

随着教育评价改革的不断深化,形成性评价的理念在业界得到更广泛的重视。但各种形成性评价理论并没有提供一个完整的实践过程,对于形成性评价应该如何实践也没有一个明确的预期。其实,形成性评价功能的实现与教育教学发生的情境息息相关,国外基于数学、语言与艺术、科学等学科构建的三类评价模型正体现了形成性评价的这一属性。尽管三类评价模型都强调以学习任务引出学习证据、促进学生个性化发展、以反馈调整教与学、激励学生学习,但从过程重心和方法实践两个层面的深层剖析中可以窥探到三类评价模型所体现出的学科素养的不同。为更深层次地把握形成性功能实现的不同路径,需基于学科素养的不同特征,进一步强化教师的日常教学评价行为。

With the deepening of educational evaluation reform,the concept of formative assessment has attracted more and more attention in the industry.However,various formative assessment theories do not provide a complete practical process,and there is no clear expectation on how formative assessment should be practiced.The function realization of formative assessment is closely related to the situation in which education and teaching occur.The three kinds of assessment models abroad reflect the attribute of formative assessment,which are based on the disciplines of Mathematics,Language and Art,Science.Although the three types of assessment models share a common value basis,namely,eliciting learning evidence with learning tasks,promoting students’ personalized development,adjusting teaching and learning with feedback,and stimulating students’ learning.The different characteristics of the three types of assessment models can be explored from two levels of process focus and method practice.In order to better grasp the different paths to the realization of formative functions,teachers’ daily teaching evaluation behavior should be further strengthened based on the different characteristics of subject competencies.