判断评价与课程标准一致性的若干问题  

Issues Related to Judging the Alignment of Curriculum Standards and Assessments

作　　者：诺曼.韦伯 张雨强[2] 

机构地区：[1]美国威斯康辛大学麦迪逊分校 [2]教育部基础教育课程研究曲阜师范大学中心,化学与化工学院,山东曲阜273165

出　　处：《比较教育研究》2011年第12期83-89,共7页International and Comparative Education

基　　金：全国教育科学“十二五”规划国家青年基金“基于认知过程的中学生科学学科能力的表现标准研究”(CHA110128);教育部人文社会科学研究青年基金项目“开放性学业成就评价与课程标准的匹配度研究”(07JC880007);“北京大学教育学院‘黄藤青年学者研究资助计划”'资助

摘　　要：Webb一致性程序是判断评价与课程标准一致性的重工具,它有4个标准:类别一致性、知识深度一致性、知识范围一致性和知识分布平衡性,分别对应着多级可接受水平。一致性研究的挑战在于判断"什么样的一致性才是最好的",这一判断过程虽然可以基于众多实证研究,但也包含某种程度的主观性。The article presents a process for judging the alignment between curriculum standards and as- sessments developed by the author.This process produces information on the relationship between standards and assessments by four alignment criteria：Categorical Concurrence,Depth of Knowledge Consistency,Range of Knowledge Correspondence, and Balance of Representation. Five issues are identified-but not resolved-that have arisen from conducting alignment studies. All of these issues relate to making a decision about what alignment is good enough. Pragmatic decisions have been made to specify acceptable levels for each of the alignment criteria.The assumptions are described. The issues discussed arise from a change in the underlying assumptions and from considering variations in the purpose for an assessment. The existence of such issues reinforces that alignment judgments have an element of subjectivity.

关 键 词：一致性 评价 Webb一致性程序 课程标准 

分 类 号：G423[文化科学—课程与教学论]