第四代评价理论下高职学生学习评价反思  

Reflection on Student Learning Evaluation of Higher Vocational Education in the View of the Fourth Generation Evaluation Theory

作　　者：杨彩菊[1] 

机构地区：[1]新乡学院教育科学学院

出　　处：《职业技术教育》2015年第13期39-43,共5页Vocational and Technical Education

基　　金：2011年度教育部哲学社会科学研究重大课题攻关项目"职业教育质量评价体系研究"(11JZ D038);主持人:周志刚

摘　　要：第四代评价理论的精髓是"多元价值观"通过"协商"达成"共同建构",其影响波及到教育的每个角落。以其精髓反思高职学生学习评价中存在的问题,构建行业、企业和学生等利益相关者的评价共同体并对其各自的地位和作用进行深入探讨,学生从被评者变为评价者,行业和企业从边缘者变为评价者并参与学习标准制定,这是校企合作微观深层次的表现,高职学习情境的复杂性决定了评价必须关注学习过程并采用多元评价方法。The essence of the fourth generation evaluation theory is multiple values to reach a co-construction through negotiations, whose influence spread to every comer of the education. With its essence rethinking the problems existing in the higher vocational students＇ learning evaluation, we should build evaluation community include stakeholders such as industry, enterprise and students and discuss their status and roles： students, industries and enterprises become into evaluators and participate in the learning standards. It is a manifestation of the college-enterprise cooperation at micro and deep level. The complexity of the higher vocational learning situation determines the evaluation must pay attention to the learning process and use the multivariate evaluation methods.

关 键 词：第四代评价理论 高等职业教育 学生学习评价 

分 类 号：G715[文化科学—职业技术教育学]