摘要
基于文献回顾、专家访谈及理论构建,自编的高中生写作核心素养测评问卷包括思维发展与提升、审美鉴赏与创造、语言建构与运用、文化传承与理解4个一级维度,10个二级维度,共22个题项。测评量表在1094名高中生中的试测结果显示,高中生写作核心素养四个维度与构想的模型拟合较好,且该量表的信度和效度均达到心理测量学可接受的水平,可很好地适用于高中生写作核心素养的个体鉴别。
Based on the literature review,expert interview and theoretical construction,self-made questionnaire about writing key competence in high school including the development and improvement of thought,the appreciation and creation of aesthetic,the reconstruction and application of language,and inheritance and understanding of culture,which presents 22 items covering 4 first-level dimensions and 10 second-level ones.As the result of this program carried out among 1094 students in high school,the findings show that 4 dimensions about writing key competence in high school fit the expected design very well,and the reliability and validity meet psychological standards acceptably,which means the questionnaire can be applied to the individual assessments of writing key competence in high school.
出处
《教育测量与评价》
2017年第11期41-48,共8页
Educational Measurement and Evaluation
基金
江苏省教育科学规划"十三五"重点课题"基于‘教是为了不教’思想的写作评价方式的变革研究"(课题批准号:YZ-b/2016/01)部分研究成果
关键词
高中
写作
核心素养
测评
问卷
实证研究
high schools, writing, key competence, assessment, questionnaire, empirical study
