摘要
评价标准作为“以评促学”的媒介,有助于促进学生自主调节学习、明晰学习进阶路径和助推合作学习。然而,当评价标准的工具理性过度主导教学实践时,其潜在隐忧便逐渐显现。一是学生机械使用评价标准,将学习窄化为对指标的机械执行,陷入“标准合规性”困境;二是评价标准异化为规训工具,其线性进阶逻辑未能考虑学生认知差异,导致学习进阶路径趋同化;三是师生过度追求统一客观的评价标准,忽视合作学习情境的多样性,导致评价结果与真实素养脱节。为了使评价标准发展为“元认知支架”,实现从工具理性向价值理性的回归,需要探寻评价标准应用隐忧的纾解路径,主要包括师生协商共建评价标准,提升学生学习自主性;人机协同动态生成评价标准,支持学生个性化进阶;依据具体情境调适评价标准,促进合作素养发展。
As a medium for"promoting learning through assessment",rubrics help facilitate students'self-regulated learning,clarify learning progression pathways,and enhance collaborative learning.However,when the instrumental rationality of rubrics overly dominates teaching practices,potential concerns gradually emerge.First,students may mechanically apply rubrics,narrowing learning down to the rote execution of indicators and falling into the"criteria compliance"dilemma.Second,rubrics may be alienated into disciplinary tools,whose linear progression logic fails to account for students'cognitive differences,resulting in homogenized learning progression pathways.Third,the excessive pursuit of unified and objective rubrics by teachers and students may overlook the diversity of collaborative learning contexts,leading to a disconnection between assessment results and competencies.To develop rubrics into"metacognitive scaffolds"and achieve a return from instrumental rationality to value rationality,relief paths to these concerns can be explored from three perspectives:co-constructing rubrics through teacher-student negotiation to enhance students'learning autonomy,dynamically generating rubrics through human-AI collaboration to support students'personalized learning progression,and adapting rubrics to specific contexts to promote the development of collaborative competencies.
作者
蒋慧芳
曾文婕
陈泽妍
陈紫琦
JIANG Huifang;ZENG wenjie;CHEN Zeyan;CHEN Ziqi(School of Education Science,South China Normal University,Guangzhou 510631)
出处
《教育发展研究》
北大核心
2025年第15期19-27,共9页
Research in Educational Development
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”(GD23YJY23)
教育部人文社会科学研究青年基金项目“活动理论视角下高校基层教学组织建设机制研究”(23YJC880049)的部分成果。
关键词
评价标准
课堂评价
自主调节
合作素养
学习进阶
rubrics
classroom evaluation
self-regulation
collaborative competence
learning progression
