特稿

教育评价的几大问题及发展方向

  • 赵勇
展开
  • 1. 堪萨斯大学教育与人类科学学院,劳伦斯 66045
    2. 墨尔本大学教育学院,墨尔本 3010

网络出版日期: 2021-04-22

Fundamental Issues in Educational Assessment

  • Yong Zhao
Expand
  • 1. School of Education and Human Sciences, University of Kansas, Lawrence 66045, USA
    2. Melbourne Graduate School of Education, The University of Melbourne, Victoria 3010, Australia

Online published: 2021-04-22

摘要

本文探讨教育评价必须面对的几大问题,包括教育目标的多重性、教育评价的完整性、教育目标的非兼容性及矛盾性,以及教育目标的个性化等。这些问题是教育评价中不可避免但又必须恰当处理的。因此,教育评价的发展方向应该是更加关注长期的教育性目标,减少对短期的教学性目标评价的依赖;更加注重个性化评价,找出个体学生的价值和发展方向。

本文引用格式

赵勇 . 教育评价的几大问题及发展方向[J]. 华东师范大学学报(教育科学版), 2021 , 39(4) : 1 -14 . DOI: 10.16382/j.cnki.1000-5560.2021.04.001

Abstract

This article discusses a number of challenging issues in educational assessment, including multiplicity and incompatibility of educational outcomes, the desire and need to assess all outcomes, and personalization of educational outcomes. These are issues that educational assessment must deal with properly. Thus, the article argues that the future of educational assessment should focus more on long-term educational outcomes and reduce attention on short-term instructional outcomes. It should also focus on personalizing educational assessment so as to help individuals discover and develop their unique strengths and passions.

参考文献

null Australian Curriculum Assessment and Reporting Authority. (2010). A curriculum for all young Australians. Retrieved from http://www.acara.edu.au/verve/_resources/Information_Sheet_A_curriculum_for_all_young_Australians.pdf
null Baker, K. (2007). Are International Tests Worth Anything?. Phi Delta Kappan, 89 (2), 101- 104.
null Bettinger, E. P., Evans, B. J., & Pope, D. G. (2011). Improving College Performance And Retention The Easy Way: Unpacking The Act Exam. Retrieved from Cambridge, MA: http://www.nber.org/papers/w17119.pdf
null Bitler, M., Corcoran, S., Domina, T., & Penner, E. (2019). Teacher Effects On Student Achievement And Height: A Cautionary Tale. Retrieved from Cambridge, MA: https://www.nber.org/system/files/working_papers/w26480/w26480.pdf
null Bonawitza, E., Shaftob, P., Gweonc, H., Goodmand, N. D., Spelkee, E., & Schulzc, L. (2011). The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery. Cognition, 120 (3), 322- 330.
null Brunello, G., & Schlotter, M. (2010). The Effect of Non Cognitive Skills and Personality Traits on Labour Market Outcomes. Retrieved from Munich: http://www.epis.pt/downloads/dest_15_10_2010.pdf
null Buchsbauma, D., Gopnika, A., Griffithsa, T. L., & Shaftob, P. (2011). Children’s imitation of causal action sequences is influenced by statistical and pedagogical evidence. Cognition, 120 (3), 331- 340.
null Dean Jr, D., & Kuhn, D. (2007). Direct instruction vs. discovery: The long view. Science Education, 91 (3), 384- 397.
null Duckworth, A. L., & Yeager, D. S. (2015). Measurement Matters: Assessing Personal Qualities Other Than Cognitive Ability for Educational Purposes. Educational Researcher, 44 (4), 237- 251.
null Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82 (1), 405- 432.
null Emler, T. E., Zhao, Y., Deng, J., Yin, D., & Wang, Y. (2019). Side Effects of Large-Scale Assessments in Education. ECNU Review of Education, 2 (3), 279- 296.
null FairTest. (2018). University Admissions Test Takers 1986—2018. Retrieved from http://fairtest.org/sites/default/files/ACT-SAT-Annual-Test-Takers-Chart_0.pdf
null Gardner, H. (1983). Frames of mind : the theory of multiple intelligences. New York: Basic Books.
null Geiser, S., & Studley, R. (2001). UC and the SAT: Predictive Validity and Differential Impact of the SAT I and SAT II at the University of California Retrieved from http://web.stanford.edu/~rag/ed351B/sat_study.pdf
null Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.
null Hart, S. C., DiPerna, J. C., Lei, P.-W., & Cheng, W. (2020). Nothing lost, something gained? Impact of a universal social-emotional learning program on future state test performance. Educational Researcher, 49 (1), 5- 19.
null Hiss, W. C., & Franks, V. W. (2014). Defining Promise: Optional Standardized Testing Policies in American College and University Admissions. Retrieved from Arlington VA: http://www.nacacnet.org/research/research-data/nacac-research/Documents/DefiningPromise.pdf
null John, O. P., Robins, R. W., & Pervin, L. A. (2008). Handbook of personality : theory and research (3rd ed.). New York: Guilford Press.
null Kapur, M. (2016). Examining Productive Failure, Productive Success, Unproductive Failure, and Unproductive Success in Learning. Educational Psychologist, 51 (2), 289- 299.
null Klahr, D., & Nigam, M. (2004). The equivalence of learning paths in early science instruction: Effects of direct instruction and discovery learning. Psychological Science, 15 (10), 661- 667.
null Kobrin, J. L., Patterson, B. F., Shaw, E. J., Mattern, K. D., & Barbuti, S. M. (2008). Validity of the SAT® for Predicting First-Year College Grade Point Average. Retrieved from New York: http://research.collegeboard.org/sites/default/files/publications/2012/7/researchreport-2008-5-validity-sat-predicting-first-year-college-grade-point-average.pdf
null Levin, H. M. (2012). More Than Just Test Scores. Prospects: The Quarterly Review of Comparative Education, 42 (3), 269- 284.
null Lewontin, R. (2001). The Triple Helix: Gene, Organism, and Environment. Cambridge, MA: Harvard University Press.
null Loveless, T. (2006). How Well Are American Students Learning? Retrieved from Washington DC: http://www.brookings.edu/~/media/Files/rc/reports/2006/10education_loveless/10education_loveless.pdf
null Mastery Transcript Consortium. (2020a). Key Features of the MTC Mastery Transcript®. Mastery Transcript Consortium. Retrieved from https://mastery.org/what-we-do/mastery-transcript/
null Mastery Transcript Consortium. (2020b). Mastery Transcript Consortium. Mastery Transcript Consortium. Retrieved from https://mastery.org/
null McGaw, B., Louden, W., & Wyatt-Smith, C. (2020). NAPLAN Review: Final Report. Retrieved from https://naplanreview.com.au/__data/assets/pdf_file/0004/1222159/2020_NAPLAN_review_final_report.pdf
null OECD Better Life Initiative. (2017). How’s Life? 2017: Measuring Well-being. Retrieved from Paris: http://www.keepeek.com/Digital-Asset-Management/oecd/economics/how-s-life-2017_how_life-2017-en-.WiFqrrQ-fOQ#page1
null Partnership for 21st Century Skills. (2007). Framework for 21st Century Learning. Retrieved from http://www.21stcenturyskills.org/documents/frameworkflyer_072307.pdf
null Peterson, P. L. (1979). Direct Instruction: Effective for What and for Whom. Educational Leadership, 37 (1), 46- 48.
null Reiss, S. (2000). Who am I? : the 16 basic desires that motivate our behavior and define our personality. New York: Jeremy P. Tarcher/Putnam.
null Reiss, S. (2004). Multifaceted Nature of Intrinsic Motivation: The Theory of 16 Basic Desires. Review of General Psychology, 8(3), 179-183. Retrieved from http://sitemaker.umich.edu/cognition.and.environment/files/reiss-intrinsic-mot.pdf
null Ridley, M. (2003). Nature via nurture : genes, experience, and what makes us human (1st ed.). New York, N.Y.: HarperCollins.
null Sternberg, R. J. (1988). The triarchic mind : a new theory of human intelligence. New York, NY: Viking.
null The European Parliament, & The Council of the European Union. (2006, December 12, 2006). Recommendation of the European Parliament And of the Council of the European Union on Key Competences for Lifelong Learning. Retrieved from http://eur-lex.europa.eu/LexUriServ/site/en/oj/2006/l_394/l_39420061230en00100018.pdf
null Tienken, C. H. (2008). Rankings of International Achievement Test Performance and Economic Strength: Correlation or Conjecture? International Journal of Education Policy & Leadership, 3(4), 1−15. Retrieved from http://journals.sfu.ca/ijepl/index.php/ijepl/article/view/110/44
null UNICEF. (2020, August 24). ‘What will a return to school during the COVID-19 pandemic look like?’. UNICEF. Retrieved from https://www.unicef.org/coronavirus/what-will-return-school-during-covid-19-pandemic-look
null Wigelsworth, M., Lendrum, A., Oldfield, J., Scott, A., ten Bokkel, I., Tate, K., & Emery, C. (2016). The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: a meta-analysis. Cambridge Journal of Education, 46 (3), 347- 376.
null Zhao, Y. (2012). World Class Learners: Educating Creative and Entrepreneurial Students. Thousand Oaks, CA: Corwin.
null Zhao, Y. (2016a). Counting what counts : reframing education outcomes. Bloomington, IN: Solution Tree Press.
null Zhao, Y. (2016b). Numbers Can Lie: The Meaning and Limitations of Test Scores. In Y. Zhao (Ed.), Counting What Counts: Reframing Education Outcomes (pp. 13−30). Bloomington, IN: Solution Tree.
null Zhao, Y. (2018a). Personalizable Education for Greatness. Kappa Delta Pi Record, 54 (3), 109- 115.
null Zhao, Y. (2018b). Reach for Greatness: Personalizable Education for All Children. Thousand Oaks, CA: Corwin.
null Zhao, Y. (2018c). The Rise of the Useless: the Case for Talent Diversity. Journal of Science Education and Technology, 1- 7.
null Zhao, Y. (2018d). What Works May Hurt: Side Effects in Education. New York: Teachers College Press.
null Zhao, Y. (2020). Another education war? The coming debates over social and emotional learning. Phi Delta Kappan, 101 (8), 42- 48.
文章导航

/