数字化评价素养的内涵与构成  

Connotation and Frame of Digital Evaluation Literay

作　　者：刘春志[1] 

机构地区：[1]临沂大学教育学院,山东临沂276005

出　　处：《现代教育技术》2013年第1期17-20,共4页Modern Educational Technology

摘　　要：数字化学习环境对教师的评价素养提出了新的要求,因而需要明确数字化评价素养的内涵与构成。传统教学强调教师对教学评价的控制能力,数字化学习鼓励学生参与评价过程。依据数字化学习环境的差异和教学评价中教师控制度及学生参与度的不同,教师的数字化评价素养可以划分为应用数字化学习系统增强教学评价效果的能力、在传统的数字化学习环境中引导学生了解和参与评价的意识和能力、在弹性的数字化学习环境中综合应用传统评价与形成性评价的能力、应用表现性评价的能力和给予学生自主评价权力的能力五个层次。Improvement of evaluation literacy contributes to teacher＇s professional development and strengthens learning of student.Teacher should adjust their evaluation ability according to requirement of digital learning enviroment. So, identifying the connotation and frame of digital evaluation literacy is necessary and meaningful. Traditional evaluation focus on the controlment of evaluation, however, digital study encourage student participating in process of evaluation. According to digital learning enviroment and the participation of learner, the controlment of teacher, the structure of digital evaluation literacy incoporates enhancing ability of evaluation through digital learning tools, providing opportunities for student to learn information of evaluation, integrating traditional evaluation methods and formative evaluation methods, applying alternative assessment and knowing when to step aside.

关 键 词：数字化评价素养 WEB 2 0 学习管理系统 数字化学习环境 

分 类 号：G40-057[文化科学—教育学原理]