评估何以促进深度学习

How Can Assessment Promote Deep Learning?

学校教育领域已经发展出“走出浅层学习的深度学习”“涵盖多种维度的深度学习”“提升核心素养的深度学习”和“指向知识创造的深度学习”四种类型的深度学习。我国常见的评估方式在促进深度学习方面存在许多“难为”之处,主要表现为深度学习所强调的隐性指标难以评估及以评促学难以达成。改进评估促进学生的深度学习,需要反思测试主义以凸显日常评估,反思“独白式评估”以加强“对话式评估”。我国在一定程度上仍然存在“应试文化”,为了使改进评估以促进深度学习得以可能,尤其需要突出深度学习所强调的隐性指标与显性指标的关联。同时,学校需要提高教师改进评估以促进深度学习的素养,帮助教师丰富评估知识,不断优化所持有的评估观,从而实现自己作为深度学习评估者的身份认同和重构。

Four types of deep learning have been developed in school education,namely“deep learning that goes beyond surface learning”,“deep learning that covers multiple dimensions”,“deep learning that cultivates core competencies”,and“deep learning that targets to knowledge-creation”.The common assessment approaches available in China suffer from headaches in promoting deep learning,mainly told by the troubles in assessing implicit indicators and promoting learning through assessment.To improve assessment for promoting students’deep learning,it is needed to reflect the examination doctrine to emphasize daily assessment and reflect“monologue-type assessment”to reinforce“dialogue-type assessment”.As the“test-oriented culture”is still available in China to some extent,the correlation between implicit and explicit indicators emphasized by deep learning should be particularly highlighted.At the same time,it is necessary to enhance teachers’assessment literacy for deep learning,enrich their knowledge about assessment,continuously optimize their conceptions of assessment,so as to realize and reconstruct the identity of teachers as assessors for deep learning.