标准参照评估的历史发展及展望——回顾其在欧美高等教育学生学业评估领域50年的发展  

Historical Development of Criterion-Referenced Assessment:Review and Vision——Retrospective of the Development of Student Achievement Assessment in Specific Course in Western Countries

作　　者：廖梁[2] 梁美仪[1] LIAO Liang;LEUNG Mei Yee(Office of University General Education,The Chinese Univeristy of Hong Kong,Hong Kong 999077,China)

机构地区：[1]香港中文大学大学通识教育部,中国香港999077 [2]香港中文大学大学通识教育部郑承峰通识教育研究中心,中国香港999077

出　　处：《外国教育研究》2022年第2期60-76,共17页Studies in Foreign Education

摘　　要：标准参照评估是欧美高校普遍采取的一种学生学业评估方式。20世纪70-80年代它以行为主义科学为理论基石,体现了实证主义的知识观和认识论。20世纪90年代受到建构主义教育观和后结构主义评估观的理念影响,转而注重评估过程中师生的个人特质、师生关系建构以及对评估决策的阐释,这一影响持续至今。当前标准参照评估所面临的困境之一是个体性阐释和判断所造成的评估差异,要减少评估差异,需在评分者之间建立实践共同体,通过集体评分等形式建立对评估标准的“共同理解”。Criterion-referenced assessment is a widely adopted method to assess student’s achievement in the universities of western countries. In 1970s-1980s,criterion referenced assessment was developed according to the theory of behaviorism. This positivist view of knowledge and knowing dominated the educational idea of criterion-referenced assessment at that time. From 1990s onward,a series of educational philosophies such as constructivism and post-structuralist view of assessment reshaped criterion-referenced assessment with the emphasis changed from performance to individual characteristics of teachers and students,their interactions and the interpretations of assessment judgement. Today problems in the practice of criterion referenced assessment are the variabilities of assessment results due to the diverse interpretations and various judgment makings of the assessors. To reduce variabilities in grading and assessment results,it is necessary to create a community of practice among assessors. By grading in a community,shared understanding is supposed to be achieved on assessment criteria among assessors.

关 键 词：学生学业评估 标准参照评估 后结构主义评估观 社会建构评估过程 实践共同体 

分 类 号：G40-058.1[文化科学—教育学原理]