教师评价观念:内涵、与评价实践的关系及其差异性  

Teacher Assessment Conceptions:Connotation,Relationship with Assessment Practice and Differences

作　　者：张志红 李凌艳 ZHANG Zhihong;LI Lingyan(Beijing Normal University,Beijing 100875,China)

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,北京100875

出　　处：《中国考试》2022年第4期1-9,共9页journal of China Examinations

基　　金：2020年度国家社会科学基金一般项目“基于大数据循证的学校治理现代化研究”(20BGL234)。

摘　　要：教师评价观念是一种筛选器和指导框架,决定如何选择、建构和解释评价经验或信息,以及依据什么样的评价目的确定评价行为。在目的取向上,教师评价观念可划分为促进学习的评价和问责性评价。因受到教师自身及所处社会背景等因素的影响,教师评价观念和评价实践之间存在一定程度上的不一致性。因此,教师评价观念具有社会文化性,会导致不同教师群体之间存在差异性,具有低利害评价文化的国家更倾向于评价的促进性,具有高利害评价文化的国家更倾向于评价的问责性。为此,提出促进教师评价观念发展的3点建议:基于我国社会文化背景透视我国教师评价观念,基于我国需求进行本土化的评价观念工具开发与测量,对教师评价观念进行合理干预。Teacher assessment conceptions serve as a filter and guiding framework that determine how to select,construct and interpret assessment experience or information,and the assessment purposes for assessment behavior.Regarding goal orientation,teachers’conceptions of assessment include assessment for promoting learning and accountable assessment.Due to teachers’social background and other factors,there is a certain degree of inconsistency between teachers’assessment conceptions and assessment practice.Therefore,teachers’assessment conceptions have cultural characteristics,leading to differences among different teacher groups.Low-stake assessment countries prefer assessment for learning,and high-stake assessment countries are more inclined to value assessment accountability.Therefore,it is necessary to understand teachers’assessment conceptions based on China’s cultural background,study the relationship between teachers’assessment conceptions and practice,and intervene in teachers’assessment conceptions to promote the development of teachers’assessment conceptions.

关 键 词：评价观念 评价实践 促进学习的评价 问责性评价 评价文化 

分 类 号：G405[文化科学—教育学原理]