【摘要】 项目式学习成为以素养为核心的教育变革重要路径，但评价环节面临范式固化、表现性评价操作困难及核心素养评价存在技术短板等困境。本研究以“证据为中心的设计”理论为核心框架，阐释其在学生、证据和任务模型上的内在逻辑，论证其与项目式学习在素养导向、过程性评价和情境真实性等核心理念上的高度共振。研究将该理论框架进行实践性转译，构建“需求—证据—任务”三维联动项目式学习评价模型，并开发“教学评一体化”数字平台。该平台集成教学设计、数据采集、分析评价和反馈优化四大功能模块，可实现对学生知识建构、能力发展与情感态度的精准诊断和个性化反馈。以小学科学《船的研究》单元作为实践案例验证，结果表明，该模型及平台实现了对学习过程的全方位监测与精准评价，通过数据驱动促进教与学良性互动，为项目式学习的科学化实施提供新范式。更多还原

【Abstract】 In the era of competency education, Project-Based Learning(PBL) has emerged as a pivotal a approach to educational transformation. However, its assessment practices face challenges such as rigid paradigms, difficulties in implementing performance-based assessment, and technical limitations in evaluating key competencies. This study adopts Evidence-Centered Design(ECD) as its core framework, elucidating the inherent logic of ECD’s student, evidence, and task models, and demonstrating its high congruence with PBL in core principles including competency orientation, processoriented assessment, and contextual authenticity. The study translates the ECD framework into practical application, developing a three-dimensional interactive PBL assessment model structured around "needs-evidence-tasks", and builds an integrated digital platform for teaching,learning, and assessment. This platform integrates four functional modules: instructional design, data collection, analysis and evaluation, and feedback optimization, enabling precise diagnosis and personalized feedback on students’ knowledge construction, ability development, and affective attitudes.Validated through a case study of the Boat Research unit in elementary school science, the results indicate that the model and platform achieve comprehensive monitoring and precise assessment of the learning process. By leveraging data-driven insights, they foster positive interactions between teaching and learning, providing a new paradigm for the evidence-based implementation of PBL.更多还原