促进课程标准落实与教师合作发展——共同形成性评价的剖析  

To Promote Curriculum Standards Implementation and Teacher Collaborative Development:Analysis of Common Formative Assessment

作　　者：邵朝友[1] 韩文杰 杨宇凡 Shao Chaoyou;Han Wenjie;Yang Yufan(Institute of Education Science and Technology,Zhejiang University of Technology,Hangzhou,310023)

机构地区：[1]浙江工业大学教育科学与技术学院,杭州310023

出　　处：《教育发展研究》2020年第10期37-43,共7页Research in Educational Development

基　　金：全国教育科学“十三五”规划国家一般课题“共同形成性评价的理论与技术研究”(BHA190153)的部分成果

摘　　要：共同形成性评价是形成性评价的最高发展形态,直接指向课程标准的落实,是实现专业学习共同体诉求的重要途径。这种由同一年级同一课程教师合作开展的评价有利于达成标准、教学、评价的一致性,回应基于标准的教育问责,促进学生学业成就与教师专业发展。实务运作中,首先需要组建团队,完成团队愿景、确定人员组成、制定合作规范与明晰行动中介等事项;其次需要采取关键行动,即设计评价方案、开展评分行动、分析评价数据与实施教学改进。为有效地开展共同形成性评价,学校应从系统高度把共同形成性评价纳入整体规划,应为共同形成性评价可持续发展提供规范保障,应为教师提供共同形成性评价技术的培训机会。Common formative assessment directly aims to fulfillment of curriculum standards,which is regarded as the highest development form and an important way to realize the appeal of professional learning communities.This assessment carried cooperatively by teachers of the same curriculum in the same grade can achieve the alignment between standards,teaching and assessment,responding to standards-based educational accountability and promoting student’s academic achievements and teacher’s professional development.To carry common formative assessment in practice,it is first necessary to build the team constructing vision and members of team,cooperative norms and action intermediaries,then key actions should be taken,including design of assessment plan,activities of scoring,analysis of assessment dates,implement of teaching improvement.To carry common formative assessment effectively,the school shouldintegrate it into the total plan of school development from system perspective;provide normative guarantee for its sustainable development;offer teachers training opportunities of its technologies.

关 键 词：专业学习共同体 形成性评价 共同形成性评价 

分 类 号：G423[文化科学—课程与教学论]