摘要
新时代教育评价改革的核心是发掘评价促进学习的内在价值。同伴互评不仅是诊断作品的工具,更是促进评价者自身高阶思维发展的学习活动。如何基于评价过程性数据,将评价者隐性的思维成长显性化,是彰显评价学习性价值的关键。研究基于“学评融合”的评价新理念,提出以评价者为核心的同伴互评分析模型,采用德尔菲法确立了包含3个一级维度、5个二级维度和14个具体指标的模型;并基于分析模型对4693条小学生作文同伴互评文本进行内容分析,探究小学生同伴互评现状和模型各维度之间的关系。研究发现,该分析模型兼具科学性和易用性,能有效分析同伴互评过程;未干预状态下,小学生在同伴互评中的思维层级较低;评他与内省的不同频问题有待解决;总结分享可促进社会情感和评价标准的发展;“赞扬”和“找问题”需辩证统一认识。研究基于过程数据深度分析学生的评他能力,为实现以学习者为中心的智能过程性评价提供了理论模型与实践工具。
A central aim of contemporary educational assessment reform is to elicit the intrinsic value of assess-ment for promoting learning.Peer assessment functions not merely as a diagnostic tool for the work being assessed,but more significantly,as a learning activity that fosters the development of higher-order thinking in the assessor.Realizing this learning value lies in making the assessor's implicit cognitive growth explicit,based on the analysis of process data generated during assessment.This study proposed an evaluator-centered peer assessment model based on the"integration of learning and assessment"philosophy,using the Delphi method to develop a framework with three primary dimensions,five secondary dimensions,and a total of fourteen specific indicators.This model was then applied to analyze 4,693 peer assessment texts from elementary school students'composition exercises to inves-tigate the students'peer assessment practices.The findings indicate that the model demonstrates both scientific rigor and usability in effectively analyzing the peer assessment process;Without specific intervention,students tended to exhibit lower levels of thinking during peer assessment;A disconnect was observed between the cognitive acts of as-sessing others and engaging in self-reflection;Constructive summarizing and sharing were found to significantly pro-mote the development of social-emotional aspects and evaluative standards;A dialectical integration of"praise"and"problem identification"is necessary.The research analyzes students'skills of assessing others through online process data.It offers a theoretical model and a practical tool for realizing learner-centered intelligent formative as-sessment.
作者
张生
王雪
辛涛
徐嘉璐
Zhang Sheng;Wang Xue;Xin Tao;Xu Jialu
出处
《教育学术月刊》
北大核心
2026年第1期23-32,共10页
Education Research Monthly
基金
2021年度国家重点研发计划“社会治理与智慧社会科技支撑”重点专项项目“大规模学生跨学段成长跟踪研究”(编号:2021YFC3340801)。
关键词
学评融合
评他能力
评价改革
核心素养
人工智能
integration of learning and assessment
skills of assessing others
assessment reform
core competences
artificial intelligence
