作　　者： (周文叶）; (陈铭洲）;

机构地区： 华东师范大学课程与教学研究所,上海200062

出　　处： 《课程．教材．教法》 2017年第9期36-43,共8页

摘　　要： 基于核心素养的课程改革驱动着评价体系的变革,促使我们必须超越传统的只注重"双基"的客观纸笔测验,采用并丰富"能检测学生的认知思维和推理能力以及运用知识去解决真实的、有意义的问题的能力"的表现性评价。美国新罕布什尔州指向核心素养的表现性评价试验为我们提供了一个很好的案例。首先,建立一个指向核心素养的表现性评价体系。其次,具体化核心素养,设计聚焦核心概念的表现性任务,并创建表现性任务库。再次,通过专业的程序和机制确保表现性评价实施的质量。我国基于核心素养的课程改革也亟须评价的跟进,构建更平衡更综合的评价体系、建立专业共同体和专业的评价机制、统整课程教学与表现性评价是我们应当努力探索的方向。 Curriculum reform based on core competencies drives the change of assessment system, prompting us to go beyond the traditional pencil and paper test that focuses on ＂Two Bases＂, using and enriching performance assessment that can test students＇ cognitive thinking, reasoning and the ability of applying knowledge to solve real and meaningful question. New Hampshire provides us a good example of performance assessment of core competencies. First, establishing a performance assessment system of core competencies. Second, specify core competencies, design the performance tasks that focus on core concepts, and create the performance task bank. Third, ensure the quality of performance assessment implement through professional procedures and mechanisms. It is urgent to promote assessment for carrying out the curriculum reform based on core competencies in China. We should strive to explore how to construct more balanced comprehensive assessment system, establish professional community and assessment mechanism, and integrate curriculum teaching and performance assessment.

关 键 词： 核心素养 表现性评价