发展性校本学生评价研究

【作者】 王凯；

【导师】 李其龙；

【作者基本信息】 华东师范大学 ， 比较教育学， 2004， 博士

【摘要】 发展性校本学生评价开始浮出水面，成为当今教育领域的一个前沿领域，有两个方面的主要促进因素，一是教育界权力的不断下移；二是我国第八次基础教育课程改革的推行。 权力下移是当今世界教育发展的一个鲜明趋势，国家和政府逐渐由事事亲躬转向宏观调控，校本管理、校本研究、校本课程等的出现皆得益于此。我国基础教育领域的第八次课程改革于世纪之交正式开始，随着课程改革的进行，学生评价作为改革的一个必要组成，作为课程研究领域的一个基本方面，作为课程改革进程中的一块硬骨头，开始得以彰显。“发展性”与“校本”是发展性校本学生评价中的两个关键词，尽管有许多教育工作者和教育科研人员在很多的文章、报告中提及，但是，真正对发展性校本学生评价展开深入研究者却寥寥无几，可以说，这一领域仍是空白。 如何突现出当前学生评价所缺失的发展性是本论文的主轴，而校本化则是论文进行探讨的立足点。论文的核心是就发展性校本学生评价体系进行分析、探讨与构建，而笔者在进行上述探讨之前，在行文中作好了充分的准备，首先细致地而开创性地梳理了学生评价的历史流变，从比较的视角出发汲取了域外的经验；其次，在分层论述中，旗帜鲜明地提出了学校层面学生评价为管理者服务，为获得利益服务的两个取向，在此基础上笔者提出了学生评价之所以异化，之所以脱离学生的实际发展的另一个根本原因，即学生评价的人为赋权问题，开辟性地论述了学生评价之所以忽略了学生本身而异化成为一种强有力的甄别和选拔工具，成为一种决定着学生、教师甚至是学校命运的活动的深层原因。分层构建之后是体系的整合，笔者通过分析域外的经验与国内的现状，预见了构建此体系可能遇到的问题，并针对于此提出了相应对策。 本论文分为五个部分，共九章。 第一部分为第一章。第一章学生评价概述进一步明确了学生评价的研究领域，区分了学生评价的几种主要类型和几个容易引发歧异的概念，并且对校本和校本学生评价进行了初步探讨。 第二部分包括第二、第三、第四章。第二章中，笔者采用历史研究法和文献法对学生评价的历史流变予以了梳理，将整个学生评价的发展历史划分为古代的传统考试、近现代的科学测试、当代的科学评价三个阶段，并分别进行了分析。在第二章末尾，笔者就学生评价功能的逐渐健全过程进行了分析，探讨了学生评价领域彰显发展性功能的过程。第三章和第四章是校本学生评价的国别比较，通过对英美两国基础教育校本学生评价的研究，来获取某些启示和警示。 第三部分是第五章。主要分析和探讨了我国基础教育领域校本的特点，以及校本学生评价的逐渐凸现。然后，在此基础上，透析了校本学生评价的体系，论述了建立发展性校本学生评价体系应该虑及的方面。 第四部分是本论文的重点，包括第六、七、八三章。主要分两个层面对建构发展性校本学生评价体系进行了细致的分析和探讨.所划分的两个层面分别为学校层面的学生评价与课堂学生评价，在对前者进行分析中，笔者首先探悉了当前存在的有碍于学生评价凸现发展性的因素，并对其对策，即建构发展性评价的必要条件进行了论述。建构学生评价共同体、正确看待和应用传统测验以及建构合理的评价方法体系是笔者论述的重点，也是笔者的创新。在课堂学生评价的论述中，笔者从促进学生实际发展的角度出发，对发展性课堂学生评价做了探讨，指出了确立学生在评价中的价值主体地位、建立评价蓝图、构建评价技术与方法库、促进学生的自评与互评以及有效地反馈信息的重要性，并且给予了较为详细的技术上的说明。其中，笔者对建立评价蓝图和课堂学生评价工具与方法进行了尤为详细的说明。 第五部分为第九章。对整合校本学生评价，形成一个良性循环的体系，提出了自己的建议。并从理论和技术上对此体系的特点及运作进行了探讨。更多还原

【Abstract】 There are two factors which resulted in the emerging of developmental school-based students assessment, one is the decentralization of educational power, another is the implementation the eighth curriculum reform.Decentralization in education is a obvious trend nowadays, the state government has changed its role from controlled all things to adjust them as a whole, as a result, the school-based management, school-based research, and school-based curriculum has emerged. In China, the eighth curriculum reform implemented at the beginning of the new century, with its implementation, student assessment, as an important part ip the curriculum area, began to show its importance. Developmental and school-based are the two key words in student assessment. Although many educators and researchers have mentioned this in many journals and reports, few people have studied further in this important area, which made it still unclear.The principal axis of this dissertation is how to show the development character of student assessment, which base on the school-based foundation. The author has made good preparation before narrating how to establish developmental school-based student assessment, the core of this dissertation. Firstly, the author hackled the history of student assessment and the experience from other countries, and secondly, put forward two trend of school-level student assessment, that is, serve the governor, and serve for gaining benefit. Beyond this, the author also put forward the empowerment of student assessment, which made it lost its original function, and has become a powerful tool that can control the fate of students, teachers and schools. Within the integration part, the author put forward some difficulties that maybe meet when constructing this system, and gave some advice.The dissertation is composed of five parts, and there are in total nine chapters.There is one chapter in the first part. In the first chapter, the author make clear the study area of student assessment, differentiate several student assessment types and fuzzy definitions, in addition, the author also define the school-based and school-based student assessment.Chapter two, three, and four make up of the second part. In chapter two, the author studied the history of student assessment, divide it into three stages, which are ancient traditional exam stage, scientific test stage and scientific assessment stage. Based on the history, the author studied each stage’s characters. At the end of the second chapter, the author put the function of student at the study center, and probe into its integrity process. In chapter three and four, from a comparative perspective, the author studied the school-based student assessment in Britain and America, and assimilated some useful merits.The fifth chapter is the third part. In this chapter, the author studied the characters of school-based and the emerging process of schoolrbased student assessment in tte primary and secondaryeducation area, and then, probed into the system of school-based student assessment, discussed the aspects that should be paid attention to when constructing the system.The fourth part is the core of this dissertation, which include the sixth, seventh and eighth chapter. In this part, the author studied the system of school-based student assessment in details, at first, divide the system into to part, the school-level student assessment and the classroom student assessment, and then, probed into each part’s forms, especially the obstacles that exist in the school-level student assessment and the preconditions of showing the developmental function of student assessment.Constructing student assessment community, entreating and using the traditional exam successfully, and forming a reasonable method system are the innovations of the author. In the part of classroom student assessment, the author studied it from an angle of improving the development of students, pointed out the importance of establishing students’ subject status in assessment, setting up assessment b更多还原