基于改进的学生学习增值评价的模式构建及应用研究  

Model Construction and Application of Improvement-based Value-Added Assessment of Student Learning

作　　者：张辉蓉[1] 刘丹 ZHANG Huirong;LIU Dan(Southwest University,Chongqing 400715,China;Chengdu Normal University Affiliated Experimental School,Chengdu 611130,China)

机构地区：[1]西南大学,重庆400715 [2]成都师范学院附属实验学校,成都611130

出　　处：《中国考试》2023年第6期1-10,共10页journal of China Examinations

基　　金：2021年度国家社会科学基金项目“新时代义务教育学校效能的统计测度与评价研究”(21BTJ021)。

摘　　要：学生学习增值评价是关注学生发展和学习起点、根据起点对学生的学习成长作出价值判断的评价方式。探索教育实践中如何开展学生学习增值评价,可为教师改进教学评价提供操作模式,也可为我国中小学学生学习增值评价实施提供案例。基于改进的学生学习增值评价模式根据教育评价的一般过程构建,包括明确评价目的与内容、测量学生的学业及行为表现、建构模型与计算增值、分析学生的学习增值、反馈结果与改进教学5大环节。以小学数学学科为研究案例,验证学生学习增值评价模式的实施过程,提出实践中应用的优化建议。Value-added assessment of student learning is a form of assessment that focuses on student development,the starting point of learning.It makes value judgments about student learning growth based on the starting point.Exploring how to conduct value-added assessments of student learning in educational practice can provide teachers with an operational model for improving teaching and learning and can also provide cases for implementing value-added assessments of student learning in primary and secondary schools in China.The improvement-based value-added student learning assessment model is built based on the general process of educational assessment,including five major components:clarifying the purpose and content of assessments,measuring students'academic and behavioral performance,constructing the model and calculating students'value-added learning,analyzing students'value-added learning,and providing feedback on results and improving teaching.Using elementary school mathematics as a case study,we validate the implementation process of the value-added assessment model for student learning and propose suggestions for the optimization of the application.

关 键 词：教育评价改革 学生学习增值评价 残差模型 

分 类 号：G405[文化科学—教育学原理]