基于“学评融合”理念的个性化评价支持环境设计及其应用  

Design of Personalized Evaluation Support Tool Based on the Concept of“Integration of Learning and Evaluation”

作　　者：张生[1] 李文硕 王雪[1] 郄卓妍 Zhang Sheng;Li Wenshuo;Wang Xue;Qie Zhuoyan(Collaborative Innovation Center for Quality Monitoring of Basic Education in China,Beijing Normal University,Beijing 100875)

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：《中国电化教育》2023年第7期91-98,117,共9页China Educational Technology

基　　金：国家社科基金重大项目“国家基础教育质量监测与评价体系研究”(项目编号:19ZDA359)研究成果。

摘　　要：评价是诊断、更是高阶思维的学习活动。评价理论从为了学习到作为学习,再到“学评融合”,越来越关注评价的学习功能与育人功能。人工智能时代,随着数字世界育人的大规模开展,评价育人环境的构建越来越成为未来教育研究重点和难点。现有的评价环境多从服务于评价的诊断性功能出发,忽视评价的学习性意义,难以满足学生在评价活动中的个性化需求。因此,该研究以评价的学习性功能为核心,兼顾诊断性功能,提出评价支持环境设计的个性化、项目化、数据化和极简化四大原则。评价环境以主题论坛为载体,包含评价卡、分组和实时反馈等支持工具,并广泛收集过程性数据,为科学诊断学生特征奠定基础。最后,研究提出评价环境在日常教学中常态化应用的方法,并列举两种典型应用场景,促进环境的常态化应用。该研究所提出的评价环境能够满足学生对评价活动、评价要素、实时反馈和特征诊断等方面的个性化需求,从多个角度促进学生在因人而异的评价过程中积极参与,主动学习,提高思维水平,发展核心素养。Assessment is a learning activity that involves diagnosis and higher-order thinking.Assessment theory has increasingly focused on the learning and educational functions of assessment,from assessment for learning to as learning,and then to the integration of learning and assessment.In the era of artificial intelligence,with the large-scale development of human development in the digital world,the construction of an assessment environment for nurturing human beings is increasingly becoming a key focus of future educational research.Existing environments mostly start from serving the diagnostic aspect of assessment,ignoring the learning aspect,making it difficult to meet students’individual needs in assessment activities.Therefore,based on the theory of the integration of learning and assessment,this study proposes four principles of personalization,project-based,data-based and simplification in the design of assessment support tools.The tool is based on a forum and contains three main functional modules:creating assessment activities based on assessment cards,reconstructing elements in assessment activities based on grouping and reflecting and improving based on real-time feedback.In terms of the diagnostic aspect,the tool supports the collection of process data for each module in order to scientifically diagnose student characteristics.Finally,this study proposes to organize assessment projects in regular teaching based on the tool,using it to empower the process including creating contexts,setting tasks,participating in assessments,monitoring,adjusting and intervening.Individualized needs for assessment activities,assessment elements,real-time feedback and characteristic diagnosis are met,promoting active participation,active learning,and the development of higher-order thinking and core literacy in an assessment process that varies from person to person with diverse approaches.

关 键 词：学评融合 过程性评价 评价改革 评价环境 评价方式 

分 类 号：G434[文化科学—教育学]