学生发展增值评价的“学生立场”及实现路径

The“Student Position”and Implementation Path of Value Added Evaluation for Student Development

长期以来,受绩效主义影响,我国学生发展评价通过自上而下的目标构建、责任到人的任务分解“、对表对标”的效果评估、赏罚分明的结果反馈和不留情面的责任追究等途径,使整个评价从过程到结果都呈现出客观化的特征,满足了政府对教育管理“公平与效益”的需要,迎合了公众对客观性、公平性评价结果的追求,但却存在将学生发展评价一步步推向既无“教育”也无“人”的极端量化的风险。这不仅助长了教育评价中工具理性的泛滥,而且还引发了教师间、学科间、学校间、区域间的无序竞争,削弱了教育事业的公共性,破坏了教育生态。增值评价和学生发展相遇,为矫正这种错误的评价逻辑提供了新的视角。学生发展增值评价应站在“学生立场”,以促进学生全面而有个性的发展为道德尺度和科学依据,探索增值评价促进学生发展的路径与方法。

For a long time,influenced by performance-based approaches,China’s student development evaluation has presented an objective feature from the entire evaluation process to the results through top-down goal construction,task decomposition of responsibility to individuals,effectiveness evaluation of benchmark,clear feedback of rewards and punishments,and ruthless accountability.It meets the government’s need for fairness and efficiency in education management and the public’s need for objectivity and fairness evaluation results.But it has pushed student development evaluation step by step into an extreme quantitative situation.This not only causes the proliferation of instrumental rationality in educational evaluation,but also triggers disorderly competition among teachers,disciplines,schools,and regions,weakening the public nature of education and damaging the educational ecology.The encounter between value-added evaluation and student development provides a new perspective for correcting this evaluation logic.The value-added evaluation of student development should stand on the students’perspective,with a moral standard and scientific basis of promoting comprehensive and personalized development of students,and explore the paths and methods of value-added evaluation to promote student development.