摘要
职前教师表现性评价是用于显示职前教师对专业实践的准备情况,决定能否获得教师候选人资格的一种总结性、基准性评价。澳大利亚职前教师表现性评价是新自由主义思潮下由政策驱动而促生的,旨在捕捉职前教师对学生学习的“增值”,从而提高公众对职前教师教育质量的信心。以毕业教师表现性评价(GTPA)为代表的澳大利亚职前教师表现性评价体系主要由四部分构成:评价目标、表现任务、评分规则和跨机构审核。从2018年开始,GTPA在各高等教育机构里正式使用,该体系呈现出设计的有效性、实施的探究性和结果的共享性等明显优势。但作为一种新生的评价体系,澳大利亚职前教师表现性评价在实施过程中可能存在公平性隐忧、标准化风险、去专业化风险和数据素养匮乏等问题。未来澳大利亚职前教师表现性评价的可持续发展,离不开各利益相关者数字素养的提升和数字架构的搭建。
The pre-service teacher performance assessment is a kind of summative and benchmark assessment.It is used to show the preparation of pre-service teachers for professional practice and determine whether they can be qualified as teacher candidates.Australian pre-service teacher performance assessment is a policy-driven development under the neoliberal trend of thought,aiming to capture the "value added" of pre-service teachers to student learning,so as to improve public confidence in pre-service teacher education.Australian pre-service teacher performance assessment system represented by GTPA mainly consists of four parts:assessment objectives,performance tasks,scoring rules and cross-institutional moderation.Since 2018,GTPA has been officially used in various higher education institutions,and the system has shown obvious advantages such as the effectiveness of design,the inquiry of implementation and the sharing of results.As a new assessment system,Australian pre-service teacher performance assessment may have some problems in the process of implementation,such as fairness concern,standardization risk,destandardization risk and lack of data literacy.The sustainable development of Australian pre-service teacher performance assessment in the future cannot be separated from the enhancement of digital literacy of stakeholders and the construction of digital architecture.
作者
戴丽丽
DAI Lili(Faculty of Education,Qufu Normal University,Qufu 273165,China;College of Teacher Education,Jining University,Qufu 273155,China)
出处
《外国教育研究》
北大核心
2023年第7期116-128,共13页
Studies in Foreign Education
基金
山东省高等教育本科教学改革研究项目“师范类专业认证理念下UbD模式在教师教育课程教学设计中的应用探索”(项目编号:M2021250)。
