【摘要】 从课堂层面的教-学-评一致性视角来看，评价任务是引发表征学习目标的证据，进而优化教学过程的学生实践活动。一个完整的评价任务应该包括实践情境、实施要求、结果期望、表现要求或标准等核心要素。立足其导学功能，评价任务可分为三种类型：一是描述性任务，运用事实性或概念性知识解答简单情境的问题；二是解释性任务，综合运用概念性和程序性知识解决复杂情境的问题；三是表现性任务，灵活运用程序性知识和元认知知识解决完全开放而复杂的情境性问题。遵循“目标—证据—任务”的逻辑理据，设计评价任务需要经历三阶段六步骤：一是“分解目标，表征学习表现”阶段，包含“建构知识网络”“明晰知识的素养要求，使之行为化”;二是“寻找证据，对接目标与表现”阶段；三是“建构任务，设置评价规则”阶段，涉及“依据证据内容，明确任务类型”“基于任务形式创设情境与实施要求”“针对预期结果，建构判别任务质量的表现标准”等步骤。更多还原

【Abstract】 From the perspective of teaching-learning-assessment alignment at the classroom level, assessment tasks are student practical activities designed to elicit evidence that reflects learning objectives, thereby optimizing the teaching process. A complete assessment task should include core elements such as the practical context, implementation requirements, outcome expectations, and performance standards. Based on their guiding function, assessment tasks can be divided into three types: descriptive tasks, which require using factual or conceptual knowledge to solve problems in simple contexts; explanatory tasks, which require the integrated application of conceptual and procedural knowledge to address problems in complex contexts; and performance tasks, which involve the flexible use of procedural and metacognitive knowledge to solve fully open and highly complex contextual problems. Guided by the “objective-evidence-task” logical framework, designing these types of assessment tasks generally involves three phases and six steps. The first phase involves “decomposing objectives and characterizing learning performance”, which includes “building a knowledge network” and “clarifying knowledge literacy requirements and operationalizing them”. The second phase involves “finding evidence and aligning objectives with performance”, primarily exploring evidence that demonstrates actual learning behavior. The third phase involves “structuring the task and setting evaluation rules”, which involves “defining the task type based on the evidence”, “creating context and requirements based on the task format”, and “establishing specific criteria for judging task quality based on expected outcomes”.更多还原