摘要
生成式人工智能推动教育评价转型,呈现五个转向。评价理念从“甄别诊断”转向“素养发展追踪”,评价主体从“教师主导”转向“人机共生型评价共同体”,评价内容从“单一知识”转向“综合素养”,评价方法从“标准化测验”转向“人机协作的多元方法”,评价结果从“静态等级划分”转向“个性化学习发展轨迹与反馈生成”。面对碎片化数据难以反映素养整体、人机协同角色边界模糊、“拼盘式”活动窄化素养内容、评价方法综合应用存在壁垒和教育决策过度依赖静态评价结果等转型过程中的挑战,需要构建素养发展图谱、推动人机协同分工、设计进阶式情境活动、赋能教学评一体化和生成可视化过程叙事。
Generative artificial intelligence is promoting the transformation of educational evaluation,including five dimensions:evaluation concept shifts from“sorting and diagnosis”to“competency progression tracking”,evaluation subject changes from“teacher-dominated”to“human-AI symbiotic community”,evaluation content transitions from“fragmented knowledge”to“comprehensive competencies”,evaluation method advances from“standardized tests”to“multidimensional human-AI collaborative approaches”,evaluation outcome shifts from“static categorization”to“personalized learning trajectories with adaptive feedback”.The transformation of educational evaluation faces many challenges:fragmented evaluation data failing to reflect holistic competencies,role boundaries in human-AI collaboration require clarification,fragmented learning activities narrowing down the content of competencies,difficulties in synthesizing diverse evaluation methods,and educational decision-making being overly reliant on static evaluation results.To address these challenges,systematic reform paths are proposed:constructing competency development maps,clarifying the division of labor between human and AI,designing progressive contextualized activities,empowering the integration of teaching,learning and evaluation,and visualizing learning narratives.
作者
蒋慧芳
曾文婕
JIANG Huifang;ZENG Wenjie
出处
《中国教育学刊》
2025年第8期41-48,共8页
Journal of The Chinese Society of Education
基金
广东省哲学社会科学规划项目“指向师范生教学能力培养的学本评估策略研究”(项目编号:GD23YJY23)
广东省哲学社会科学规划项目“推动中小学育人方式改革的学习为本评估策略研究”(项目编号:GD23XJY53)研究成果。
关键词
生成式人工智能
教育评价
评价转型
人机协同
generative artificial intelligence
educational evaluation
evaluation transformation
human-AI collaboration
