评估促进学习何以可能——论新兴学本评估的价值论原理  

Why Assessment Could Improve People' s Learning——An Analysis from the View of Philosophy of Values

作　　者：曾文婕[1] 黄甫全[1] 余璐[1] 

机构地区：[1]华南师范大学价值教育研究与开发中心

出　　处：《教育研究》2015年第12期79-88,共10页Educational Research

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"(课题批准号:CKA120159)的研究成果之一

摘　　要：为了彰显评估促进学生学习的功能,新世纪兴起了一种整合性学本评估范式,融汇了学习性评估、学习段评估和学习化评估三种方式。然而,由于价值与理性二元分离传统的影响,学本评估从理论到实践都遭遇着严峻的信任危机。对此,当代价值论直面"评估促进学习何以可能"的拷问,进行了两大合理性辩护。一是针对"何以可据"问题,深挖价值选择机理,揭示出学习价值持续生成与优化的历时过程,学习性评估彰显学习中心,学习段评估凸显学习过程,学习化评估则启动学评融合,从而阐明了学本评估的价值生成论原理。二是针对"何以可凭"问题,细探价值判断机理,描绘出学习价值理性活动的交互过程,学习性评估促进学生的心智投入,学习段评估提升学习的创价判断,学习化评估成就教学的文化认识,从而论证了学本评估的价值认识论原理。In order to realize the function that assessment can improve learning,there is,in new millennium,emerging the learning-oriented assessment（LOA） consisting of three integrated components：assessment for learning（AfL）,assessment of learning（AoL）,and assessment as learning（AaL）.Due to the traditional separation between value and reason,LOA is facing crisis of confidence from theory to practice.The topic that ＂why assessment could improve people＇s learning＂ consists at least of two questions,that is,why is it possible,and how is it accessed,which,however,might be answered respectively through two domains of philosophy of values in terms of evolutionism,and epistemology.On the one hand,the mechanism of value choice is examined,and then the diachronic processes of learning values＇ continually generating and optimizing are uncovered.And thereby,AfL manifests learning as centre,AoL highlights learning process,and AaL activates integration of assessment into learning,which form the foundation of value evolutionism of LOA.On the other hand,the mechanism of value judgment is clarified,and then the interaction dynamics of learning value thinking is represented.And consequently,AfL promotes learners＇ mental engagement,AoL realizes evaluative judgment in learning,and AaL accomplishes cultural knowing in teaching,and all of these make up the foundation of value epistemology of LOA.

关 键 词：学本评估 学习性评估 学习段评估 学习化评估 价值论 

分 类 号：G424[文化科学—课程与教学论]