结构不良问题在表现性评价中的应用

Application of ill-structured problems in performance assessment

表现性评价以学生的发展为评价价值取向,以多种素质为评价内容,以情境性活动为主要评价方式,并将学生视为评价的重要主体。表现性评价的有效实施需借助与之匹配的评价工具。结构不良问题因其可为学生的发展预留空间,其解决过程需调动多种素质,其依托于具体的情境或活动,其评价过程需要学生发挥主体作用而与表现性评价的评价价值取向、内容、方式、主体等方面契合,从而具备成为表现性评价工具的条件。结构不良问题在表现性评价中的作用机制在于成为表现性任务,使得问题解决过程、表现性评价过程和学生发展过程三位一体。

Performance assessment takes students′development as the value orientation,various qualities as the content,situational activities as the main assessment method,and it also regards students as one of the assessment subjects.The effective implementation of performance assessment requires the use of matching assessment tools.Ill-structured problems can reserve space for students′development,their resolve processes need to mobilize a variety of qualities,they are related to specific situations and activities,and they require students to be assessment subjects.Therefore,ill-structured problems have the conditions to become tools of performance assessment because they are consistent with the value orientation,content,method and subject of performance evaluation.The mechanism of ill-structured problems in performance assessment is that they become performance tasks,which make the process of problem solving,performance assessment and students′development a trinity.