摘要
"双减"政策的"首减"目标在校内,即如何有效减轻学生过重作业负担。学生作业负担过重,教师课堂测评素养欠缺是造成这种局面的深层次因素。基于"双减"政策的文本分析,结合义务教育阶段课堂测评实践,重构教师课堂测评素养应明确课堂测评的主体、把握测评的适切度、厘清测评程序、遵循测评标准、重视测评后效,其路径是构建教师个体在课堂测评中的身份认同、推动学校组织校本课堂测评专业培训、助推政策层面完善教育质量评价体系。
The first reduction item in the double-reduction policy is to reduce the over-load homework of the students in nine-year compulsory education schools. Teachers’ lacking of classroom assessment literacy is the deep-seated reason for the over-load homework of students. A detailed analysis of the double-reduction policy as well as the classroom assessment practice in nine-year compulsory education schools indicates that the framework of the construction of teachers’ classroom assessment literacy has to cover the following items:a)the clearance of the identity of subject and object in assessment;b)the control of the appropriateness of assessment;c)the sorting out of procedure of assessment;d)the obedience of standards of the assessment and the emphasis of consequential validity. The paths of reconstructing teachers’ classroom assessment literacy should include three steps: a)at the individual level of teachers, constructing the identity in classroom evaluation;b)at the school management level, organizing school-based evaluation professional training;c)at the policy level, improving the modern education quality evaluation system.
作者
王立群
WANG Liqun(Jiangsu College of Engineering and Technology,Nantong 226007,China)
出处
《中国考试》
CSSCI
北大核心
2021年第11期66-72,共7页
journal of China Examinations
关键词
“双减”政策
教师课堂测评素养
形成性评价
教育评价改革
double-reduction policy
teachers’classroom assessment literacy
formative assessment
educational assessment reform
