新课程背景下的学业评价:测量理论的价值  

Students' Achievement Assessment in the New Curriculum Reform: the Role of Psychmetrics

作　　者：辛涛[1] 

机构地区：[1]北京师范大学发展心理研究所,北京100875

出　　处：《北京师范大学学报（社会科学版）》2006年第1期56-61,共6页Journal of Beijing Normal University(Social Sciences)

基　　金：国家自然科学基金项目"小学生数学思维的认知诊断"(30440081);北京市重点实验室建设规划项目"考试理论与基础教育考试改革"(JD100270541)

摘　　要：当前学业评价中存在的主要问题是:尚未形成一套规范的学业评价体系;缺乏对考试信息的深度挖掘;未能体现考试的诊断和发展功能。这些问题的解决在很大程度上有赖于真正将心理与教育测量理论应用于学业评价之中。在新课程背景下的学业评价应以能力导向性、发展性和规范性为三大原则,把测量理论与技术运用于学业评价中,建立一套规范化的学业评价体系,借助认知诊断理论充分挖掘考试信息,具体体现学业评价的诊断功能。There are yet a lot of problems in students＇ achievement assessment, the chief one of which is the lack of a standard procedure that could be utilized to reveal thoroughly the student＇s information through test and hence to embody the diagnostic and developmental [unctions of testing. The present author proposes that the key solution lies in applying the psychometric theories to testing and assessment practice in the new curriculum reform. That is, only by following the three general principles of orientation, developmentality and standardization could the achievement assessment benefit truely the development of the students.

关 键 词：心理测量理论 学业评价 认知诊断 信息技术 

分 类 号：G40[文化科学—教育学原理]