学业述评的内涵特征、价值意蕴及实施建议  

Academic Narrative Assessment:Conceptual Characteristics,Value Implications,and Implementation Recommendations

作　　者：贾修建[1] 魏善春[1] JIA Xiujian;WEI Shanchun(Nanjing Normal University,Nanjing 210097,China)

机构地区：[1]南京师范大学,南京210097

出　　处：《中国考试》2025年第2期50-59,共10页journal of China Examinations

基　　金：山东省教育科学“十四五”规划2023年度课题“乡村学校学业增值评价研究”(2023ZC047)。

摘　　要：作为中小学校在评价领域破解唯分数难题的创新性尝试,学业述评正处于从宏观政策向教育理论与实践转化的探索阶段。学业述评即任课教师基于学业证据对学期内学生的学业表现及达成情况进行叙述和评估,并向学生提供个性化学业指引的评价活动。学业述评体现出循证性、元评价性、全面性、发展性等特征,具有引领学生差异化发展、推动反思性教学改进、扭转重教书轻育人评价困局等多重意义。学业述评的实施需要平衡和解决好顶层设计所追求的普遍性与学校自主探索的个性化之间的矛盾,以及学业述评对评价素养的高要求与参与者评价素养不足之间的矛盾。为此,建议优化顶层设计,提高参与主体的评价素养,合理使用学业述评结果,推动其高质量实施。Academic narrative assessment is an innovative approach employed by primary and secondary schools to counteract the overemphasis on scores in educational evaluation.It is currently transitioning from macro-level policies to educational theory and practice.This assessment method involves subject teachers describing and assessing students'academic performance and achievements during a semester based on empirical evidence while providing personalized academic guidance.This form of assessment is characterized by an evidence-based approach,meta-evaluative nature,comprehensiveness,and developmental orientation.It has several important implications,including guiding students'differentiated development,promoting reflective teaching improvement,and addressing the evaluation dilemma that prioritizes teaching over nurturing.The implementation of academic narrative assessment requires balancing the contradiction between the universality sought in top-level design and the individualization of school-based explorations,as well as addressing the high demands for evaluative literacy amidst participants'insufficient evaluative competencies.Therefore,it is recommended to optimize overarching designs,enhance the evaluative literacy of stakeholders,use academic narrative assessment results judiciously,and promote high-quality implementation of the assessments.

关 键 词：学业述评 教育评价改革 内涵特征 价值意蕴 实施建议 

分 类 号：G405[文化科学—教育学原理]