【摘要】 文章选择了美国创客教育中与教学评价相关的四个案例,从评价主体、评价工具、评价内容、评价过程和评价目标五个方面对其进行介绍和分析,以期对我国创客教育的教学评价研究和实践有所启示。文章认为,创客教育教学评价的主体目标是力促学生成为具有创客意识和创客能力的学习者。凸显学生评价主体地位是达成此目标的前提基础;采用真实性评价理念,综合应用多种评价工具对包括发现和解决问题能力、创新能力、实践能力、协作能力以及分享意识等内容开展过程性评价,是达成此目标的重要途径。更多还原

【Abstract】 This paper selected four instructional assessment-related cases in American maker education, analyzed the evaluation bodies, evaluation tools, evaluation contents, evaluation processes and evaluation objects of these cases, expecting to provide experience for the research and practice of instructional assessment in domestic maker education. This article believed that the main goal of instructional assessment of maker education was to help cultivate students with making awareness and ability. Stressing the students’ dominant role in evaluation was the basis of achieving this goal. And adapting the idea of authentic assessment and comprehensively applying a variety of evaluation tools to carry out process assessment was an important way to achieve this goal. Moreover, the students’ problem discovering and solving ability, innovation ability, practical ability, collaboration ability and share consciousness were assessed during this process.更多还原