摘要
我国当前教育评价范式的变革过程,正沿着"非此即彼"的变革路向推进,其中呈现出诸多的矛盾与冲突。基于"课程标准"的教育评价范式作为平衡点,可以看出,教育评价范式对变革中产生的矛盾和冲突是从量化测评到质性描述、从情境无涉到情境关联,从独自控制到对话协商、从预设判断到动态生成。这一变革始终遵循着从总结性评价向形成性评价转变的逻辑,对基于课程标准评价范式的反思应注意课程标准的科学性、合理性及课程标准与评价标准的关系。
In the current China, the change of educational assessment paradigm adopts the ＂either this or that＂ approach, presenting a lot of contradictions and conflicts, which are from quantitative assessment to qualitative description, from situational absence to situational correlation, from monologue control to dialogue consultation, from predetermined judgment to dynamic production based on the educational assessment paradigm in the Curriculum Syllabus. The change has always followed the logic from the summative assessment to the formative assessment. The analysis and reflection of the assessment paradigm should be focused on whether the criteria of curriculum are scientific and reasonable as well as how to deal with the relationship between curriculum criteria and assessment criteria.
出处
《教育理论与实践》
CSSCI
北大核心
2008年第4期20-23,共4页
Theory and Practice of Education
关键词
教育评价
教育评价范式
变革
educational assessment
educational assessment paradigm
change
