澳大利亚基础教育质量监测数字化测试改革的实践特征及经验启示  

Digital Testing Reform of Basic Education Quality Monitoring in Australia:Practical Features and Implications

作　　者：袁建林 李紫晴 YUAN Jianlin;LI Ziqing(Hunan University,Changsha 410082,China)

机构地区：[1]湖南大学,长沙410082

出　　处：《中国考试》2023年第8期75-84,共10页journal of China Examinations

基　　金：湖南省教育科学“十三五”规划2019年度课题研究成果“新时期区域基础教育质量监测能力提升与优化策略研究”(XJK19BJC001)。

摘　　要：数字化测试导致测验形式的根本性变化,深刻影响着教育质量监测的功能与形态。澳大利亚读写与算术能力评估项目(National Assessment Program-Literacy and Numeracy,NAPLAN)自2022年起全面实施数字化测试。与纸笔测试相比,NAPLAN数字化测试改革具有5个显著特征:1)采用自适应测试模式;2)开发技术增强型试题;3)应用自动评分技术;4)及时反馈垂直等值的结果报告;5)不断完善基础技术准备和组织流程。NAPLAN数字化测试的改革经验对我国基础教育质量监测的未来发展具有4点重要启示:1)全面开发数字化测试;2)采用计算机自适应测试;3)建立学科垂直发展量尺;4)强化基础教育监测的改进功能。The transformation of basic education quality monitoring from paper-and-pencil tests to digital tests is a fundamental change in test form,which has a profound impact on the function and form of education quality monitoring.The National Assessment Program-Literacy and Numeracy(NAPLAN)has fully implemented digital tests since 2022.Compared with paper-and-pencil tests,the reformed NAPLAN digital testing mainly includes five features:using an adaptive testing mode,developing technology-enhanced items,applying automated scoring technology,real-time feedback of vertical equivalent results report,and constantly improving basic technology preparation and organizational process.The reform experience of NAPLAN digital testing has four important implications for the future development of basic education quality monitoring in China,including the comprehensive development of digital testing,the adoption of computer-based adaptive testing,the establishment of discipline vertical development scale,and the strengthening of the improvement function of basic education monitoring.

关 键 词：基础教育质量监测 NAPLAN 数字化测试 教育评价改革 澳大利亚 

分 类 号：G405[文化科学—教育学原理]