美国NAEP-1996与NAEP-2009科学框架改革背景下动手做任务评价的比较及启示  

Comparison and Inspiration of Hands-on Tasks under the Background of American NAEP-1996 and NAEP-2009 Scientific Framework Reform

作　　者：余海峰 

机构地区：[1]岭南师范学院生命科学与技术学院

出　　处：《考试研究》2017年第5期96-101,共6页Examinations Research

摘　　要：动手做任务评价是指学生在真实环境中运用已掌握的知识,进行科学探究,解决复杂问题,并通过学生的表现进行测量的评估方式。本文从任务设计模式、评价理念和试题特点三方面比较NAEP(1996→2009)科学框架改革对其产生的影响,得出以下结论:NAEP任务设计模式基本稳定;重概念理解、重科学探究、以评促学的理念依旧,试题编制和工程设计方面则出现了新的思想;试题保持了主题单一、题型多样、重视引导的传统,在开放性、继承性上有所创新。这为我国表现性评价提供了借鉴。Hands-on tasks（ HOTs） provides students opportunities to demonstrate how well they are able to plan and conduct scientific investigations,reason through complex problems,and apply their scientific knowledge in real-world contexts. This paper compares the impact of the scientific framework reform of NAEP（ 1996-2009） on the 3 aspects of task design model, conceptual understanding and test questions, and draws the following conclusions： NAEP design pattern is basically stable, the concept of paying more attention to conceptual understanding,emphasizing scientific inquiry and promoting students＇ progress through assessment remains the same,and new ideas have appeared in the compilation of test questions and engineering designs,the test questions maintain the tradition of single topic,various types of questions and important guidance,and have some innovation in opening and inheriting. It provides reference for performance assessment in China.

关 键 词：NAEP 动手做任务评价 表现性评价 

分 类 号：G424.74[文化科学—课程与教学论]