国外教师评价素养标准及评价工具研究述评  

A Review of Foreign Teachers’ Assessment Literacy Standards and Evaluation Tools

作　　者：孙佳林 郑长龙[2] SUN Jialin;ZHENG Changlong(Chongqing Normal University,Chongqing 401331,China;Northeast Normal University,Changchun 130024,China)

机构地区：[1]重庆师范大学化学学院,重庆401331 [2]东北师范大学,长春130024

出　　处：《中国考试》2023年第3期77-85,共9页journal of China Examinations

基　　金：2021年重庆市社科规划博士项目“新时代教育评价改革视域下教师评价国际比较研究”(2021BS088)。

摘　　要：教师评价素养是教师专业素养的重要组成部分,是提升教师素质的基本要求。通过对国外相关专题文献梳理,分析国际上有较大影响的教师评价素养标准和评价工具的主要特点及其发展脉络,其中:评价标准包括美国1990年标准、美国InTASC标准和欧洲AEA标准;评价工具包括TALQ和ALI等客观知识测试工具、API和CoA等自我诊断工具及ACAI等评价工具。借鉴国际经验,我国应在深化新时代教育评价改革的总体框架下,深入挖掘教师评价素养内涵,加强教师评价素养标准建设,注重开发原创性评价工具,尽快转变教师评价素养研究薄弱状况。Teachers’ assessment literacy is an important part of teachers’ professional literacy, which is widely valued domestically and abroad. Western countries have successively formulated the“American 1990Standard”,“American InTASC Standard”, and“European AEA Evaluation Standard”, as well as other teachers’ assessment literacy standards. The literacy connotation of the standard is increasingly enriched, the element structure is gradually optimized, and the presentation methods are increasingly diversified. Based on these standards, objective knowledge evaluation tools, diagnostic tools and evaluation rubrics and other forms of teachers’ assessment literacy evaluation tools have been developed. These tools pay attention to teachers’ knowledge, practice and concept of evaluation. Chinese scholars should continue to explore the connotation of teachers’ assessment literacy from multiple perspectives, actively promote the establishment of teachers’ assessment literacy standards, and develop teachers’ assessment literacy evaluation tools that meet the overall requirements of our country’s New Era of educational evaluation reform, so as to realize the diagnosis and development of teachers’ assessment literacy.

关 键 词：教育评价改革 教师评价素养 评价标准 评价工具 

分 类 号：G405[文化科学—教育学原理]