PISA项目对我国考试评价的启示——以阅读素养、数学素养为例  

Implication of PISA on Examination and Assessment in China—Take Reading Literacy and Mathematic Literacy for Example

作　　者：张晓光[1] 

机构地区：[1]中央教育科学研究所,北京100088

出　　处：《大学（研究）》2008年第6期59-64,共6页University(Academic)

摘　　要：经济合作与发展组织(OECD)启动的"国际学生评价项目"(简称PISA项目)有极高的国际认可度,其评价理念和评价结果对OECD成员国的政策取向有着积极的导向作用。通过以PISA项目的阅读素养和数学素养为例,对PISA项目的测试维度、评价结构及达成水平标准进行研究,旨在探索其在评价理念、评价核心的界定、评价结构、评价内容及对评价结果的分析等方面对我国考试评价的启示。Programme for International Student Assessment(PISA),launched by OECD,is highly internationally acknowledged,whose assessment framework and outcomes can influence OECD countries'policies.This study briefly introduces organization,structure and proficiency level of reading literacy as well as mathematical literacy in PISA,aiming to obtain implication for examination and assessment in China from the aspects of assessment ideal,definition of the assessment domain,assessment structure,assessment contents and analysis of the assessment outcomes.

关 键 词：PISA项目 阅读素养 数学素养 考试评价 启示 

分 类 号：G424.72[文化科学—课程与教学论]