作业和小考的三种功能定位及其设计

The Three Functions of Assignment and Quiz and their Design

作业和小考在学习中的作用甚大,但目前在中小学存在着数量过多、质量不高等突出问题,降低了学生的“投入—产出”效益,增加了学业负担。为解决这些问题,作业和小考可以从结果、过程和手段三类功能定位重新设计。结果型作业和小考可根据现代测量理论来设计,结果报告以分数为宜,主要用于考前的适应性训练,不建议过早和过多使用。过程型作业和小考可根据课程标准和教学单元来设计,贯穿于“教—学—评”的过程中,重在学情诊断以及教与学的改进,结果报告以过程曲线、横断面雷达图以及评价矩阵等方式为宜,不必使用分数。手段型作业和小考可针对不同学段、时段、任务、课型和学生层次进行设计,以专题和分层训练为宜,重在学生的收获,不必使用分数。

Assignment and Quiz(AQ)play an essential role in student learning.However,the input-output ratio of AQ is not currently satisfactory.This is because the work load of AQ is too high and the quality of AQ is too low in some elementary and secondary schools.In order to fix these problems,AQ should be redesigned according to a new framework that sees AQ via three functions:as an outcome,as a process,and as a tool.Outcome-style AQ can be designed according to modern testing theories,with the resulting reports focused on grades or scores.These should be used as adaptive training before testing and used later and sparingly during the learning process.Procedural-style AQ can be designed according to the curriculum standard and teaching unit and applied throughout the teach-learn-feedback cycle.Such AQ focuses on diagnosing learning progress and improving the teaching process.Results should be shown via line charts,cross section radial graphs,evaluation matrices,etc.,while scores are unnecessary.Tool-styled AQ can be customized for different learning stages,point in time,task at hand,class type,and student ability,with a focus on setting a main learning objective followed by multi-level practices to help the students to learn.Scores are also unnecessary.