转向“整体的人”的学生评价:内涵、动因与实践路径

Student Assessment Turning to the“Holistic Person”:Connotations,Motivations,and Practical Paths

转向“整体的人”是学生评价改革的重要方向,是对人的完整性的关照,也蕴含着促进学生全面发展以及促进学生个性发展之意。“整体的人”意味着对学生作为人的整体性的肯定以及对教育行为整体性效果的关注,相应的评价自然隐含着多维度、综合性和关联性等实践意蕴。学生评价要转向“整体的人”,需要评价学生的综合素质、多维度成长和个性发展,这主要是基于学生全面发展的要求、对学生个性发展的重视、对学生长期表现的考量以及教育实践效果评估的需要。具体而言,需要树立促进学生全人发展的评价目标,制定全面的素质评价指标,应用综合素养评价工具,制定多维度的评价标准,采用多样化的评价方法。

Turning to the“holistic person”is an important direction in student assessment reform,reflecting the concern for the integrity of individuals and indicating the promotion of students’comprehensive and individual development.“Holistic person”signifies the affirmation of students as whole beings and the attention to the holistic effects of educational practices.Correspondingly,assessments naturally have such practical implications as multidimensionality,comprehensiveness,and interconnectedness.So student assessment needs to turn to the“holistic person,”which requires the evaluation of students’comprehensive qualities,multidimensional growth,and individual development.This is primarily based on the requirements for students’comprehensive development,the emphasis on students’individual development,consideration of students’long-term performance,and the need for evaluating the effectiveness of educational practices.Specifically,it is necessary to establish assessment objectives that promote the holistic development of students,formulate comprehensive quality assessment indicators,apply comprehensive competency assessment tools,establish multidimensional evaluation criteria,and adopt diversified assessment methods.