摘要
以评促学视域下,学生作为增值评价最重要的数据来源和服务对象,其认知水平和接受程度将直接影响增值评价的应用成效,是教育评价改革过程中亟需关注的参与群体。文章基于融合自我效能感的UTAUT2扩展模型,对江苏、河南、陕西三省的6857名中学生开展问卷调查。结果发现:①中学生能够认识到增值评价的重要价值和意义,总体接受意愿处在中等偏上水平。②中学生缺乏对增值评价内涵的深刻理解,出现浅知与厚望并存的失配现象。③不同性别、经验、年级、城乡分布和学业水平的中学生,增值评价接受意愿存在显著差异。④研究模型对增值评价行为意愿的总体解释方差为85.9%。内部因素中,自我效能感是增值评价接受度的最佳预测变量,同时轻松、愉悦的评价体验能够通过满足享乐动机有效提高增值评价接受度;外部因素中,社会关系中重要他人的肯定和支持对增值评价接受度的正向影响作用显著。最后,从重塑评价自信、加强引领示范、完善促成条件三个方面阐释了提升中学生增值评价接受度的具体建议,旨在推进增值评价在基础教育中的深入应用。
Under the perspective of assessment for learning,students are the most important data source and service object of value-added assessment(VAA).Their cognitive level and acceptance will directly affect the effectiveness of VAA,and they are core participants that urgently need attention in the process of educational evaluation reform.Based on the UTAUT2 extended model integrating self-efficacy,a questionnaire survey was conducted among 6,857 middle school students from Jiangsu,Henan,and Shaanxi provinces.The findings revealed that:①Middle school students could recognize the significant value of VAA,and their overall acceptance willingness was at a medium to upper level.②Middle school students lacked profound understanding of VAA connotation,resulting in a mismatch where superficial knowledge coexists with high expectations.③Middle school students with different genders,experiences,grades,urban-rural backgrounds,and academic performance exhibited significant differences in the VAA acceptance.④In the research model,the overall explained variance of VAA behavioral intention was 85.9%.Among internal factors,self-efficacy was the best predictor of VAA acceptance,while the relaxed and enjoyable evaluation experience can also effectively enhance the acceptance level by satisfying hedonic motivation.Among external factors,the affirmation and support from important others in social relations had a notably positive effect on VAA acceptance.Based on the research findings,the article discussed from three aspects:rebuilding evaluation confidence,strengthening guidance and leadership,and improving facilitating conditions.It also put forward specific suggestions to enhance the VAA acceptance of middle school students,aiming to promote the in-depth application of VAA in basic education.
作者
沈霞娟
孙发勤
王聪颖
SHEN Xia-juan;SUN Fa-qin;WANG Cong-ying(College of Journalism and Media,Yangzhou University,Yangzhou,Jiangsu,225009,China;College of Education Science,Yangzhou University,Yangzhou,Jiangsu,225009,China)
出处
《基础教育》
北大核心
2025年第2期81-93,共13页
Journal of Schooling Studies
基金
2022年度国家社会科学基金教育学一般课题“初中生学业增值评价的模型构建与监测研究”(项目编号:BHA220133)。
关键词
中学生
增值评价
认知
接受
UTAUT2
middle school students
value-added assessment
cognition
acceptance
UTAUT2
