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教育评价的几大问题及发展方向

赵勇

赵勇. 教育评价的几大问题及发展方向[J]. 华东师范大学学报(教育科学版), 2021, 39(4): 1-14. doi: 10.16382/j.cnki.1000-5560.2021.04.001
引用本文: 赵勇. 教育评价的几大问题及发展方向[J]. 华东师范大学学报(教育科学版), 2021, 39(4): 1-14. doi: 10.16382/j.cnki.1000-5560.2021.04.001
Zhao Yong. Fundamental Issues in Educational Assessment[J]. Journal of East China Normal University (Educational Sciences), 2021, 39(4): 1-14. doi: 10.16382/j.cnki.1000-5560.2021.04.001
Citation: Zhao Yong. Fundamental Issues in Educational Assessment[J]. Journal of East China Normal University (Educational Sciences), 2021, 39(4): 1-14. doi: 10.16382/j.cnki.1000-5560.2021.04.001

教育评价的几大问题及发展方向

doi: 10.16382/j.cnki.1000-5560.2021.04.001

Fundamental Issues in Educational Assessment

  • 摘要: 本文探讨教育评价必须面对的几大问题,包括教育目标的多重性、教育评价的完整性、教育目标的非兼容性及矛盾性,以及教育目标的个性化等。这些问题是教育评价中不可避免但又必须恰当处理的。因此,教育评价的发展方向应该是更加关注长期的教育性目标,减少对短期的教学性目标评价的依赖;更加注重个性化评价,找出个体学生的价值和发展方向。
  • 图  1  MTC学生成绩单

    表  1  TIMSS成绩与信心和享受课程的关系

    等级相关
    信心4−0.58
    8−0.64
    4−0.67
    享受课程8−0.75
      资料来源:Loveless,2006
    下载: 导出CSV

    表  2  TIMSS 2011数学成绩与信心比较

    国家地区数学分数信心(%)看重数学(%)
    韩国613314
    新加坡6111443
    中国台湾609713
    中国香港586726
    日本570213
    美国5092451
    英国5071648
    澳大利亚5051746
    下载: 导出CSV

    表  3  PISA 2010成绩与创业活动相关系数

    PISA阅读PISA数学PISA科学
    感知能力(Perceived Capabilities)−0.595**−0.586**−0.608**
    新生创业率(Nascent Entre Rate)−0.693**−0.636**−0.678**
    新企业拥有率(New Biz Ownsp Rate)−0.371*−0.374*−0.392*
    早期创业活动总量(Total Early Stage Entre Activity)−0.658**−0.620**−0.658**
      数据来源:PISA 2010和2010国际创业活动研究
    下载: 导出CSV
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  • 刊出日期:  2021-04-21

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