课堂评价需要什么样的公平性  

What Kind of Fairness does Classroom Assessment Needs

作　　者：王少非[1] 

机构地区：[1]台州学院

出　　处：《教育发展研究》2014年第24期27-31,共5页Research in Educational Development

基　　金：华东师范大学课程与教学研究所教育部人文社会科学重点研究基地重大项目“义务教育阶段促进学习的课堂评价研究”(13JJD880014)的部分成果

摘　　要：在传统教育测量理论中,公平性意味着免于偏差、在施测过程中公平对待受测者、测验结果要对所有子群体是平等的、学习机会的平等。这种公平性的含义对课堂评价有多方面的不适应,应构建适合课堂评价的公平性框架。课堂评价的公平性应体现如下几个方面:保证所评的是学生成就、保证评价的目标和方法的透明性、保证学生有均等的学习机会、保证学生有多重或多种的机会来展示学习、保证所有学生在评价中获益。In the traditional educational measurement theory, fairness means free from bias, equal treatment for students in process of administering test, the test results should be equal for all sub-groups of students, and the equal learning opportunities. These meanings have not suit for classroom assessment in multiple aspects, and it is should be establish the new framework for fairness of classroom assessment. The meanings of fairness of classroom assessment should include that the assessment objectives are learning outcomes, objectives and methods of assessment should be transparent, students all have equal and justice learning opportunities, students have multiple and diverse opportunities to demonstrate learning, and all students should be improved during the assessment process.

关 键 词：课堂评价 公平性 新框架 

分 类 号：G424[文化科学—课程与教学论]