问责时代中的以评促学  

Assessment for Learning in the Accountability Era

作　　者：詹颖[1,2] 

机构地区：[1]广东外语外贸大学 [2]香港教育学院

出　　处：《中国考试》2015年第2期8-12,19,共6页journal of China Examinations

基　　金：2012年国家社会科学青年基金项目<高校英语教师课堂评估能力发展研究>(课题编号:12CYY026)

摘　　要：十八届三中全会《决定》中提出推进考试招生制度改革,推行初高中学业水平考试和综合素质评价,从根本上解决一考定终身的弊端。这为形成性评价在我国高中课堂的实施提供了政策保证。然而,形成性评价因为缺乏统一标准、主观性强,势必在实行时会面临来自社会各界的问责。香港高中校本评核的"智能问责"做法为我们解决这一困境提供了借鉴。在问责时代中以评促学要在我们的课堂里生根发芽,需要一个和谐统一的评估系统;需要有明确可操作的评估标准;需要外在的审核机制;需要配套的教师评估素养发展方案;还需要各考试风险者的共同参与。Ihe new national assessment policy advocates formative assessment in high school. However, in the process of implementation, formative assessment inevitably faces with accountability due to lack of standards and its strong subjectivity in judgement. The experiences of school-based assessment in Hong Kong in dealing with intelligent accountability have enlightened us to solve such dilemma. If we want to embed formative assessment in classrooms deeply, we need a harmonious assessment system, specified and operational evaluation standards, external moderation, matching teacher education and involvement of various exam stake-holders.

关 键 词：智能问责 高风险考试 校本评核 形成性评价 

分 类 号：G405[文化科学—教育学原理]