摘要
教育评价的心理测量学范式受到许多批评,适用于大规模测验的效度并不完全适用于课堂评价。但效标效度、内容效度、结构效度以及课程效度、后果效度等概念对课堂评价品质的保证有重要启示。基于这些效度概念,高质量的课堂评价应当关注学习,应当基于课程标准,应当收集关于学生学习的准确信息,应当指向学习的改进。
The psychometric paradigm of educational evaluation suffers many critics, and the concept of validity is believed to be not entirely suitable for classroom assessment. But the concepts of criterion validity, content validity, construct validity, curricular validity and consequential validity shed enlightenment for quality of classroom assessment. Based on these validity concepts, high quality of classroom assessment should focus on students＇ learning, should be based on curriculum standards, should gather accurate information of students＇ learning, and should be devoted to improving learning.
出处
《课程．教材．教法》
CSSCI
北大核心
2014年第7期108-113,共6页
Curriculum，Teaching Material and Method
基金
华东师范大学课程与教学研究所教育部人文社会科学重点研究基地重大项目"义务教育阶段促进学习的课堂评价研究"(项目编号:13JJD880014)的成果
关键词
课堂评价
质量标准
效度
classroom assessment
quality criterion
validity
