“大评价观”视野下的增值评价路径分析  

A Path Analysis of Value-added Evaluation in the Perspective of “Grand Assessment”

作　　者：范美琴[1] 杨从意[1] 朱文琪[1] FAN Meiqin;YANG Congyi;ZHU Wenqi(Jiangsu Education Examinations Authority, Nanjing 210024, China)

机构地区：[1]江苏省教育考试院,南京210024

出　　处：《中国考试》2017年第12期1-5,共5页journal of China Examinations

摘　　要：近30多年逐渐兴起的增值评价,是一种回归评价本质的教育评价方法,有其明显的特点与优势,在教育领域得到了一定程度的应用。当然,作为一种正在发展中的评价方法,自身还存在着一些问题。教育考试"大评价观"的提出恰恰为我们带来了新的发展思路。基于"大评价观"视野建立一个增值评价的立体化路径,从"克服对象单一、扩充评价对象、避免内容窄化、丰富评价内容、突破方法局限、拓展评价方法"等多方面着手,实现评价对象、内容及测量方法的"多维度",从学生成长的多个过程着手,实现评价的"多流程",并围绕学生核心素养建立一个长期追踪学生学业表现的立体化评价系统,才能最终体现出质量监测、认知诊断、改进教学等"多功能"和价值,为借助教育评价提升教育质量、促进学生全面发展提供了新的途径。Having been gradually rising in the last thirty years, ＂value-added evaluation＂ is an education assessment method that returns to the essence of assessment. Because of its clear features and advantages, ＂valueadded evaluation＂ has been applied to different education fields. Of course, as a constantly developing method of assessment, it is not without problems. In this regard, the idea of ＂grand assessment＂ could bring to us a new way of development for education examinations. Using ＂grand assessment＂ to build a multi-dimensional pathway for value-added evaluation, ＂providing assessment services to more object, providing assessment services with more content, producing more ways of assessment＂, can realize the ＂multi-dimensionality＂ of assessment objects, assessment contents, and measurement methods; paying attention to different phases of students＇ growth and development can realize the ＂multi-procedure＂ of assessment. In this way, we can build a multi-dimensional evaluation system tracking students＇ long term key competence achievement performance, so as to realize the ＂multi-functional＂ objective of quality monitoring, cognitive diagnosis, education improvement, and provide a new pathway of using education assessment to improve education quality and promote students＇ development in an all- round way.

关 键 词：增值评价 基础教育 高等教育 大评价观 路径分析 

分 类 号：G405[文化科学—教育学原理]