多元评价在中学教学中的可视化探究——关于深化新时代教育评价改革的思考与实践  

Visual Exploration of Multiple Evaluation in Middle School Teaching——Thoughts and Practice on Deepening the Reform of Educational Evaluation in the New Era

作　　者：余彩芳[1] YU Caifang(Beijing National Day School,Beijing 100039,China)

机构地区：[1]北京市十一学校,北京100039

出　　处：《教育参考》2022年第1期27-33,共7页Education Approach

基　　金：2019年度北京市教育科学“十三五”规划一般课题“新高考背景下学生学业诊断模式和成绩分析方式的探索”(课题编号:CDDB19236)的研究成果之一。

摘　　要：文章聚焦增值评价,将学生当前的学习情况与过去进行比较,通过对学生学习起点、过程与结果的共同关注,基于学生个体的进步进行评价,探索结果评价中的增值评价。同时探索普适性较强的多元评价可视化诊断报告单,讨论如何在多元评价中充分尊重学生个体差异,帮助学生正确认识自己、激发学习内驱力,为自我发展赋能。This paper focuses on value-added evaluation,comparing the current learning situation of students with the past,evaluating the individual progress of students based on the common concern of the starting point,the process and the results of students’ learning,and exploring the value-added evaluation in the outcome evaluation.At the same time,it also provides a set of visual diagnosis reports of multiple evaluation with strong universality,and explores how to fully respect the individual differences of students in multiple evaluation,so as to help students understand themselves correctly,stimulate the internal motivation of learning,and empower their self-development.

关 键 词：增值评价 多元评价 数据可视化 

分 类 号：G632.4[文化科学—教育学]