学业述评:概念框架、现实挑战与对策建议  

Academic Description and Assessment:Conceptual Framework,Realistic Challenges and Countermeasures

作　　者：刘荣飞[1,2] 王洁 LIU Rongfei;WANG Jie(Shanghai Academy of Educational Sciences,Shanghai,200232,China;Research Institute for International and Comparative Education,Shanghai Normal University,Shanghai,200233,China)

机构地区：[1]上海市教育科学研究院,上海200232 [2]上海师范大学国际与比较教育研究院,上海200233

出　　处：《全球教育展望》2023年第6期38-48,共11页Global Education

基　　金：2022年度上海市哲学社会科学规划教育学一般项目“我国中小学教师教学述评制度设计与支持系统研究”(项目编号:A2022010)的阶段性研究成果。

摘　　要：学业述评是教学述评的基础,其概念框架包括治理、程序、能力和结果使用四个相互联系的部分。当前我国实施学业述评面临顶层制度设计不健全、述评范围重点不清晰、述评信度效度有争议、教师评估素养待提升及述评结果使用待优化等现实挑战。根据概念框架,借鉴丹麦、英国、加拿大等国家的实践经验,未来我国在推进学业述评和教学述评过程中应在制度设计、述评范围、信度效度、评估素养及结果使用等方面不断优化和提升。Academic Description and Assessment serves as the conceptual framework for Teaching Description and Assessment,and it consists of four interrelated parts:governance,procedures,abilities,and the use of outcomes.The current implementation of Academic Description and Assessment in China faces practical challenges such as incomplete designs of top-level system,unclear focus on the scope of description and assessment,controversial reliability and validity of assessment,the need to improve teacher assessment literacy,and the need to optimize the use of description and assessment results.In the future,China should continue to optimize and improve its system design,description and assessment scope,reliability and validity,assessment literacy,and use of results in order to promote academic and teaching description and assessment in accordance with the conceptual framework and drawing on the practical experience of Denmark,the United Kingdom,Canada,and other countries.

关 键 词：学业述评 教学述评 概念框架 现实挑战 对策建议 

分 类 号：G420[文化科学—课程与教学论]