基于表现性证据的合作评分过程研究——以教师评价素养的测评为例  

A Study of Collaborative Scoring Process Based on Performance Assessment Evidences——Take the Assessment of Teacher Assessment Literacy as an Example

作　　者：刘笛月 杨向东[2] 罗浩 LIU Diyue;YANG Xiangdong;LUO Hao(The Institute of Curriculum and Instruction,East China Normal University,Shanghai,200062,China;Department of Educational Psychology,Faculty of Education,East China Normal University,Shanghai,200062,China)

机构地区：[1]华东师范大学课程与教学研究所,上海200062 [2]华东师范大学教育心理学系,上海200062

出　　处：《全球教育展望》2022年第9期78-90,共13页Global Education

基　　金：全国教育科学“十三五”规划2020年度国家一般项目“素养导向的嵌入式测评系统研究”(项目编号:BHA200132)的研究成果。

摘　　要：表现性评价方法在当前素养测评的研究中处在越来越重要的地位,但是在以往研究中,表现性评价的结果往往具有较低的信度和效度,而本研究旨在开发一个基于表现性证据的合作评分的方法,从而提高表现性评价的质量。本研究以评价素养的测评为例,招募两名评分者,根据已开发的指标框架和评分规则,对10名教师的评价素养表现性证据进行评分,并从量化分析与质性分析两个层面,分别分析合作评分的质量和过程。研究结果表明,合作评分较之传统的背对背评分具有相对较高的效度和信度。在此过程中,评分被认为是证据—论点—主张之间的动态关系。通过评分者与证据、证据与评价标准、证据与证据之间的互动与解释,合作评分能够有效提高表现性评价的质量。Performance assessment is playing an increasingly important role in current literacy assessment research. However, in previous studies, the scoring of performance assessment often had low reliability and validity. In this study, we designed a new scoring method, which was collaborative scoring of performance evidences, thereby improving the quality of performance assessment. Taking the construct of teacher assessment literacy as an example, the two raters of this study were asked to score the performance evidences of assessment literacy of 10 teachers according to a developed construct framework and scoring rubrics, and analyzed the quality and process of collaborative scoring. The results showed that the collaborative scoring had a relatively higher level of validity and reliability compared with the traditional back-to-back scoring process. In the process of collaborative scoring, scoring was considered as a dynamic interplay between evidence, argumentation, and claims. Through the interactions and interpretations between rates and evidences, evidences and rubrics, and different evidences, the collaborative scoring effectively improved the quality of performance assessment.

关 键 词：基于证据的测评 评分过程 表现性评价 教师评价素养 

分 类 号：G451[文化科学—教育学]