作　　者： ;

机构地区： 华南师范大学

出　　处： 《教育发展研究》 2016年第24期17-23,28共8页

摘　　要： 近年来，为了发挥评估促进学生学习的作用及克服形成性评估的不足并得到信息技术创新的支持，转化性评估应运而生。作为一种新的评估范式，转化性评估旨在推动已有教与学状态的转变与优化，使之达致更佳水平。基于“超越”和“调整”的理念，转化性评估强调教师、学生和家长等都参与评估过程，围绕反馈的提供与使用承担相应角色。立足于转化性评估的视野观照，当下大多数学校中的评估还处于管理性评估阶段和进步性评估阶段。为了进一步发展至转化性评估阶段，已有评估活动需要遵循制订评估计划、收集评估数据、分析评估数据和应用评估结果四个步骤，灵活运用以循证文化为基础、以元认知为导向、以“教-学-评”整合为目标、以学习进程为框架、以共同体为支柱和以评估素养发展为动力六大策略。 For the past few years, in response to giving to play the role which assessment plays in promoting students＇ learning and overcoming the shortcomings of formative assessment, transformative assessment springs up with the support of information technology innovation. As a new assessment paradigm, transformative assessment aims to promote the transformation of the existing teaching and learning state to a better level. Based on the idea of ＂transcendence＂ and ＂adjustment＂, transformative assessment highlights that teachers, students and parents should participate in the process of assessment and take on the corresponding role according to the provision and use of feedback. From perspective of transformative assessment, the assessment in most schools is still at its administrative assessment and progressive assessment stage. If the four steps of formulating assessment plan, collecting assessment data, analyzing assessment data and applying assessment？result are followed, and the six strategies which are respectively based on the evidence-based culture, oriented by metacognition, targeted in integration of teaching, learning and assessment, framed with learning progression, supported with community and driven by the development of assessment literacy are flexible exerted, as a result, both of stages of administrative assessment and progressive assessment are expected to further develop into the transformative assessment stage.

关 键 词： 转化性评估 以评促学 “教-学-评”整合 反馈 形成性评估

分 类 号： [G420]

领　　域： []