摘要
教育评价从常模参照到标准参照、从量化表征到质性描述、从情境无关到情境关联、从限定孤立到支持合作、从静态判断到动态分析预示着评价范式的变革。服务于“教育问责”目的的评价与服务于“支持教学”目的的评价存在着冲突 ,解决问题的关键是设计出与目的相适应的评价系统。
That from normal-referenced to criterion-referenced, from quantitative to qualitative description, from context-unbound to context-bound, from restriction and insulation to assistance and cooperation, and from static judgment to dynamic analysis indicates the transformation of the paradigm of educational assessment. There is conflict between 'educational accountability' assessment and 'instruction supporting' assessment and the key to solve this problem is to formulate purpose-designed system of assessment.
出处
《比较教育研究》
CSSCI
北大核心
2003年第10期62-66,共5页
International and Comparative Education
关键词
范式
教育评价
变革
冲突
paradigm
educational assessment
transformation
conflict
