学本评估:缘起、观点与应用  

Learning-oriented Assessment:Background,Theory and Practice

作　　者：曾文婕[1] 黄甫全[1] 

机构地区：[1]华南师范大学现代教育研究与开发中心,广东广州510631

出　　处：《课程．教材．教法》2015年第6期33-41,共9页Curriculum，Teaching Material and Method

基　　金：国家社会科学基金教育学青年课题"学习哲学视角下学习型社会建设深化路径研究"(CKA120159);广东省哲学社会科学"十二五"规划2012年度项目"校本微型课程开发的理论与实践研究"(GD12YJY02);"十一五"规划2010年度后期资助项目"学习化课程论稿--课程文化哲学初探"(GD10HJY01)

摘　　要：顺应"让所有学生都在学习上取得成功"的社会诉求,学本评估逐渐孕育而生。学本评估实质上是一种新型的整体性评估方法论,以自我导向学习为基础,需要合作活动学习环境予以支持,涵括、平衡和整合了学习性评估、学习化评估和学习段评估三种评估方式,旨在优化师生对评估的理解和体验,改进师生的教与学,最终通过发展学生的元认知优化所有学生的学习。在应用和开发过程中,教师等评估者需要改变传统的评估信念,进而活用学本评估的三大方式并创生出有效的具体评估方法。In pursuit of everyone＇s success in learning, learning-oriented assessment （LOA） gains its popularity on the basis of formative evaluation and assessment for learning （AFL） as well as the renovation of summative evaluation and the creation of assessment as learning （AAL）. LOA, based on self-directed learning and active collaborative/cooperative learning environment, is essentially a new holistic assessment methodology. As a result of the deep integration of AFL, AAL and assessment of learning （AOL）, LOA aims at optimizing teachers and students＂ understanding of assessment, improving teaching and learning, and ultimately enhancing learning for all students with their development of metacognition. It is high time that assessors （teachers, etc.） changed their assessment beliefs in order to use three assessment ways of LOA flexibly and produce effective assessment methods.

关 键 词：学本评估 学习化评估 学习性评估 学习段评估 元认知 

分 类 号：G420[文化科学—课程与教学论]