学生参与式课堂评价:现实问题、理念 引导及实施策略  

Student-involved Classroom Assessment:Problems,Concepts and Strategies

作　　者：张志红 Zhang Zhihong(Beijing Normal University)

机构地区：[1]北京师范大学中国基础教育质量监测协同创新中心

出　　处：《当代教育科学》2021年第10期51-57,67,共8页Contemporary Education Sciences

摘　　要：学生参与式课堂评价鼓励学生积极地投入学习中,是促进学生学习评价观的一种体现。然而,在学生参与式课堂评价中,存在着将其窄化为做题或自批自改、缺少科学化的有效评价工具的支持、忽视对学生个性化需求的关注等现实问题。为此,应树立赋予学生评价权利、设置评价情境以及构建评价共同体等课堂评价理念。并通过共享学习目标与成功的标准、获取学习目标达成的证据、发现优势和不足、反馈与改进、调动积极的情感等进行实施。Student-involved classroom assessment encourages students to participate in learning,which is an embodiment of assessment for learning assessment.However,there are some practical problems,such as narrowing to do texts or self-correcting,lacking of scientific and effective assessment tools,and ignoring the individual needs of students.Therefore,we explore the students-involved classroom assessment that can give students the right to assessment,set up assessment situations and build assessment community.On this basis,we analyze the specific implementation strategies,that refers to the sharing of learning objectives and success standards,the obtaining of learning objectives,the discovering advantages and disadvantages,feedback and improvement,mobilizing positive emotions.

关 键 词：学生参与式课堂评价 主体性 共同体 情境性 促进学习 

分 类 号：G424[文化科学—课程与教学论]