摘要
目前,以评促学的观点已受到认可,但“评”与“学”毕竟是两种活动。为了推进以评促学从理念走向行动,迫切需要研究相应的机理和实践路径。围绕“终结性评价何以促进学习”这一问题加以分析,认为终结性评价促进学习的机理主要是将“证明已有学习价值”与“创造新的学习价值”融合,进而在实践中改进升级为“学习段评价”,发挥评价的终结性、诊断性和形成性作用,让反馈发展为前馈,为“创造新的学习价值”开拓空间。围绕“形成性评价何以促进学习”这一问题加以分析,认为形成性评价促进学习的机理主要是依凭学习价值理性,学生在教师帮助下辨识现有学习水平与预期学习结果的最佳差距并加以跨越,由此超越已有形成性评价主要依靠频繁测验的局限,开展“学习性评价”,师生就辨识和跨越差距持续对话,同时教师研制出一系列评价工具帮助学生跨越差距。围绕“学生何以自主开展以评促学”这一问题加以分析,认为学生自主开展以评促学的机理主要是将评价作为学生自主认识、反思和调节学习的活动,这样,让评价成为一种特殊的学习活动,走向“学习化评价”,有利于学生在学习活动中同时担任“学习者”和“评价者”角色,以个性化方式认识、反思和调节自己的学习。
Currently,the view of promoting learning through assessment is increasingly recognized but learning and assessment are two different activities.To facilitate the promotion from concept to action,it is necessary to study its mechanism and practical path.Analyzing the question of“how summative assessment promotes learning”,it is found that the mechanism is to integrate“proving existing learning value”with“creating new learning value”,so as to improve summative assessment to“assessment of learning”in practice,play the summative,diagnostic and formative function of assessment,develop feedback into feedforward and expand space for“creating new learning value”.Analyzing the question of“how formative assessment promotes learning”,it is found that the mechanism is that students,supported by teachers,identify and cross the best gap between current learning level and expected learning outcomes relying on learning value rationality,thus surpassing the limitation of formative assessment in the form of frequent tests and carrying out“assessment for learning”.At the same time,teachers and students talk about identifying and crossing the gap and teachers develop a series of assessment tools to help students cross the gap.Analyzing the question of“how students promote learning through assessment”,it is found that the mechanism is to regard assessment as student activity of understanding,reflecting and regulating learning.In this way,assessment becomes a special learning activity and moves toward“assessment as learning”,which helps students play the role of“learners”and“assessors”at the same time and understand,reflect and regulate their own learning in a personalized way.
出处
《课程·教材·教法》
CSSCI
北大核心
2024年第7期55-61,共7页
Curriculum，Teaching Material and Method
基金
广东省哲学社会科学规划2023年度项目“推动中小学育人方式改革的学习为本评估策略研究”(GD23XJY53)。
关键词
以评促学
学习段评价
学习性评价
学习化评价
评价改革
promote learning through assessment
assessment of lear ning
assessment for learning
assessment as learning
assessment reform
