上海市中小学教师职前评价素养的实证研究  

An Empirical Research on Teachers' Pre-service Assessment Literacy of Elementary and Secondary Schools in Shanghai

作　　者：张一旦[1] 周文叶[1] Zhang Yidan Zhou Wenye

机构地区：[1]华东师范大学课程与教学研究所

出　　处：《教育测量与评价》2017年第9期42-48,共7页Educational Measurement and Evaluation

基　　金：全国教育科学"十二五"规划教育部青年课题"中小学生表现性评价的理论与技术研究"(项目编号:EHA130394)的研究成果之一

摘　　要：教师评价素养是教师专业素养的重要组成部分。对1993年Plake等人发布的TALQ进行本土化改编形成《教师评价素养问卷》,测量上海市中小学教师职前评价素养,结果表明:中小学教师职前评价实践素养相对缺乏,对自己评价素养水平的认识存在偏差,而目前高校中的师范与非师范专业类别、评价类课程的开设与否对中小学教师职前评价素养的影响并不大。对此,应一体化设计与实施教师评价类课程体系,做好初入职教师从评价知识到评价实践的转化,规范统一教师评价素养能力标准。Teacher assessment literacy is one of the most important components in teacher professional literacy. Based on A questionnaire for Chinese teacher assessment literacy which was adapted and localized from TALQ questionnaire published by Plake in 1993 for evaluating the assessment literacy of pre-service teachers of elementary and secondary schools in Shanghai, the results show that participant teachers are lack of assessment literacy in practice and the right judgement on self-assessing literacy level. Furthermore, for teacher assessment literacy,the significant differences cannot be seen whether graduates and assessment courses from normal universities or not. So,it is important to develop and implement the assessment courses system,transform teachers＇ pre-service assessment knowledge into practice and standardize the criteria of teacher assessment literacy.

关 键 词：教师评价素养 TALQ问卷 RASCH模型 

分 类 号：G451[文化科学—教育学]