摘要
本文选择教育督导与评价体系发展较为完善的英国,以英国公立小学为对象,从宏观和微观层面来研究和剖析其学生评价机制与策略。宏观层面分析英国政府部门对公立小学学生评价的政策和维度,微观层面以具体案例呈现公立小学以学生发展为核心开展评价管理、进行课程教学评价、日常评价,以及对学生进行学年评价等方面的做法;从而全面呈现其"为学习而评价"的评价范式的具体实现路径和策略,以期为我国公立小学学生评价提供参照。
Selecting a public primary school in England, this study explored the British mechanisms and strategies of student assessment in both the macro and micro level. In the macro level, this study analyzed and elaborated the policies, dimensions, and structure of school and student evaluation from the government, especially OfSted school inspection system. In the micro level, a case study was conducted in H school, a public school in the central London area. This paper further interpreted the school assessment policy and procedure, the "Assessment for Learning" curriculum and teaching assessment system, and the daily assessment strategies and the Year Report practice. A student-centered paradigm of "Assessment for Learning" could be exposed and learned by those schools and teachers who are keen on taking transformative actions.
作者
张文军
谢一凡
ZHANG Wenjun;XIE Yifan(College of Education, Zhejiang University, Hangzhou, 310028, China)
出处
《全球教育展望》
CSSCI
北大核心
2019年第3期51-59,共9页
Global Education
基金
"浙江大学文科教师教学科研发展专项资助"(项目编号:104000-541903/48)的阶段性研究成果
关键词
教育评价
学生评价
为学习而评价
英国公立小学
education assessment
student assessment
assessment for learning
British public primary school
