学业水平描述的研究进展与启示

Research Progress and Enlightenment of Academic Level Description

20世纪90年代以来,学业水平描述研究取得显著进展,从最初仅为标准设定的基础发展至今已成为分数解释与测验开发的依据,从知识、技能与认知过程的内容设计发展到与证据中心设计理念相结合,从最初的两个类型拓展到目前的四个类型,学业水平描述已成为教育测评体系中不可或缺的构成要素。目前,我国学业水平描述开发较为薄弱,可从如下四个方面加以改进:1)加强对学业水平描述多元化功能的认识;2)探索证据中心设计的开发路径;3)建构以核心素养为指向的学业水平描述框架;4)吸纳学习进阶的研究结果。

Academic level description has been an important part of educational evaluation systems since its emergence in the 1990s and has undergone great changes in terms of functional orientation,design ideas and framework composition.The functional orientation has shifted from single to multiple and from being solely used as a basis for standard setting,interpretation and reference of score reports to becoming a direct basis for test development.The design ideas have been transformed from a content-based approach to a method-based one,and changed from a knowledge-based design to an evidence-centered one.Its framework composition has changed from rough generalization to fine deduction and from only two types(policies and contents)to four types,namely policies,contents,objectives and reports,getting more application value.Taking into account the problems faced by the development of academic level description in China,we should further understand its functional expansion,promote the evidence-centered design,emphasize key competencies based on curriculum standards and take advantage of existing research results of learning progressions for standard setting.