【摘要】 当前的学生评价实践陷入伦理困境，一定程度上受到教师评价伦理观念的影响。第一，坚持结果主义伦理观，追求最大多数学生的评价收益；第二，固守评价工具化理念，弱化评价育人功能；第三，秉持评价的对象化思维，异化师生的伦理关系。教师作为学生评价的第一责任人，急需提升评价伦理素养，破解伦理困境。教师所需要的评价伦理素养主要包括树立为了每位学生的评价育人观、保护学生的评价隐私和确保公平的评价程序三个方面。为了培育教师的评价伦理素养，需要建立关于评价伦理的专业共识、开发相关的教师教育课程与教师专业发展项目、鼓励教师自身在评价实践中开展伦理反思，以及构建完备的伦理支持与监督体系。更多还原

【Abstract】 The current practice of student evaluation is trapped in an ethical dilemma, which to some extent is affected by teachers’ ethical concepts of evaluation. First, teachers adhere to the consequentialist ethics, pursue the most majority of students assessment benefits. Second, teachers adhere to the concept of assessment instrumentalization and thus weaken the education value of assessment. Third, teachers adhere to the objective thinking of assessment and thus alienate the ethical relationship between teachers and students. As the first person responsible for student assessment, teachers need to improve their ethical competence in assessment and solve the ethical dilemmas above. Teachers’ ethical competence in assessment include three aspects: establishing the assessment concept for each student, protecting the privacy of students’ assessment information, and ensuring the legitimacy of assessment procedures. In order to develop teachers’ ethical competence in assessment, it is necessary to establish a professional consensus on code of ethics in assessment, develop relevant teacher education courses and teacher professional development programs, encourage teachers to make ethical reflections in assessment practice, and build a complete ethical support and supervision system.更多还原