教-学-评一致性三因素理论模型的建构

Constructing a Three-factor Model of Teaching-Learning-Assessment Alignment

在借鉴相关研究的基础上,从理论分析的视角概括出课堂教学中教-学-评一致性的三因素结构,即学-教一致性,教-评一致性和评-学一致性。"学-教一致性",或者说"所学即所教",是指在目标的指引下学生的学习与教师的教学之间的匹配程度;"教-评一致性",或者说"所教即所评",它是指教师的教学与对学生评价的匹配程度;"评-学一致性",也就是说"所学即所评",它是指学生的学习与对学生学习的评价之间的匹配程度。然后从实证的角度对这个三因素理论模型进行了检验。经过探索性因素分析、内部一致性效度检验和验证性因素分析发现:教-学-评一致性可以解构为三个因子,并且这一结构的信度和结构效度较好,因此,在理论上建构的课堂教学过程中教-学-评一致性三因素模型是合理的。

Based on the relevant studies,this paper,from the theoretical perspective,analyzes and sum-marizes a three-factor model of the alignment of teaching-learning-assessment-the alignment of learning-teaching,the alignment of teaching-assessment,and the alignment of assessment-learning. The model is em-pirically examined and validated. Through the exploratory factor analysis,internal consistency validity exami-nation and confirmatory factor analysis,the paper suggests that the three-factor structure of aligning teaching, learning,and assessment is reasonable with good reliability and structural validity,which verifies the rational-ity of the theoretical model from the empirical perspective.