学生评价素养的国外研究及其启示

Foreign Research on Students’ Assessment Literacy and Its Enlightenment

随着评价素养的相关研究从教师到学生的主体迁移,学生评价素养成为学界关注的新兴课题。国外已有研究关注到学生评价素养对学习的促进作用,通过框架建构及将反馈素养纳入其中,实现对学生评价素养的概念界定。学生评价素养主要指学生拥有的关于课堂评价活动的知识、技能、态度和价值观等,是学习素养的重要组成。对于这一概念的研究与建构源于课堂评价的范式转型,并将自我评价与同伴评价纳入其中视作重要的实践活动,与自我调节学习相勾连。借鉴国外已有研究,我国对学生评价素养的研究应在充分认识其重要意义的基础上,建构本土内涵框架,促进学生评价素养导向自我调节学习,凝练培育策略,助力学生评价素养整体养成。

With the transfer of the main body from teachers to students in the research of“assessment literacy”, students’ assessment literacy has increasingly become a new topic concerned by foreign academic circles. Foreign research is still in its infancy, paying attention to the role of students’ learning assessment literacy in promoting learning and realizing the preliminary conceptualization and expansion through the framework construction and incorporating feedback literacy into it. Students’ assessment literacy mainly refers to students’ knowledge, skills, attitudes and values about classroom assessment activities. As an important part of learning literacy, it is still a growing concept. The research and construction of this concept abroad stem from the paradigm transformation of classroom assessment;self-assessment and peer assessment are regarded as important practical activities. At the same time, it is linked with self-regulated learning. Based on the existing research, we should fully understand the significance of students’ assessment literacy and construct the local connotation framework;clarify the relationship between evaluation and learning and promote students’ self-regulated learning orienting their assessment literacy;return the assessment power to students, refine the cultivation strategies, and promote the overall cultivation of assessment literacy.