Constructing a Three-factor Model of Teaching-Learning-Assessment Alignment
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摘要: 在借鉴相关研究的基础上，从理论分析的视角概括出课堂教学中教-学-评一致性的三因素结构，即学-教一致性，教-评一致性和评-学一致性。“学-教一致性”，或者说“所学即所教”，是指在目标的指引下学生的学习与教师的教学之间的匹配程度；“教-评一致性”，或者说“所教即所评”，它是指教师的教学与对学生评价的匹配程度；“评-学一致性”，也就是说“所学即所评”，它是指学生的学习与对学生学习的评价之间的匹配程度。然后从实证的角度对这个三因素理论模型进行了检验。经过探索性因素分析、内部一致性效度检验和验证性因素分析发现：教-学-评一致性可以解构为三个因子，并且这一结构的信度和结构效度较好，因此，在理论上建构的课堂教学过程中教-学-评一致性三因素模型是合理的。Abstract: Based on the relevant studies, this paper, from the theoretical perspective, analyzes and summarizes a three-factor model of the alignment of teaching-learning-assessment—the alignment of learning-teaching, the alignment of teaching-assessment, and the alignment of assessment-learning. The model is empirically examined and validated. Through the exploratory factor analysis, internal consistency validity examination and confirmatory factor analysis, the paper suggests that the three-factor structure of aligning teaching, learning, and assessment is reasonable with good reliability and structural validity, which verifies the rationality of the theoretical model from the empirical perspective.1) 崔允漷, 王少非, 夏雪梅: 《基于标准的学生学业成就评价》，上海：华东师范大学出版社，2008年。2) Duncan, R. G., & Hmelo‐Silver, C. E. Learning progressions: Aligning curriculum, instruction, and assessment. Journal of Research in Science Teaching, 2009, 46(6), pp.606-609.3) Hansche, L. N. Meeting three requirements of title: Handbook for the development of performances stands. Washington. DC: U.S. Department of Education, 1998.4) 崔允漷：《追问“学生学会了什么”-兼论三因素目标》，《教育研究》2013年第7期。5) De Jesus, H. P., & Moreira, A. C. The role of students’ questions in aligning teaching, learning and assessment: a case study from undergraduate sciences. Assessment & Evaluation in Higher Education, 2009, 34(2), pp.193-208.6) Ananda, S. Rethinking issues of alignment under No Child Left Behind.San Francisco:West, 2003.7) 崔允漷, 夏雪梅：《“教-学-评一致性”:意义与含义》，《中小学管理》 2013年第1期。8) Webb, N. L. Alignment of science and mathematics standards and assessments in four states. Council of chief stares school officers. Washington, DC: National Institute for Science Education(NISE) Pubilcations, 1999, pp.1-43.9) Porter, A.C. & Smithson, J.L. Are content standards being implemented in the classroom? A methodology and some tentative answers. Fuhrman, S. H. (Ed.), From the capitol to the classroom:Standards-based reform in the states—One hundredth yearbook of the National Society for the Study of Education, Part Ⅱ. Chicago: University of Chicago Press.2001, pp.61.10) 崔允漷, 夏雪梅：《“教-学-评一致性”:意义与含义》，《中小学管理》 2013年第1期。11) Duis, J. M., Schafer, L. L., & Nussbaum, S., et al. A Process for Developing Introductory Science Laboratory Learning Goals To Enhance Student Learning and Instructional Alignment. Journal of Chemical Education, 2013, 90(9), pp.1144-1150.12) 该数据库为华东师范大学课程与教学研究所创建的“中国学校课程和教学调查(Investigation of Curriculum and Instruction in China, ICIC)”。13) 杨玉琴，王祖浩，张新宇：《美国课程一致性研究的演进与启示》，《外国教育研究》2012年第1期。14) 张志江：《初中化学学业水平考试与课程标准的一致性研究》，曲阜师范大学硕士论文，2011年。15) Bhola, D.S., Impara, J.C. & Buckendahl, C.W. Aligning tests with states’ content standards: Methods and issues. Educational Measurement: Issues and Practice, 2003, 22(3), pp.21-29.16) Mitchell, F. M. The effects of curriculum alignment on the mathematics achievement of third-grade students as measured by the Iowa Test of Basic Skills: Implications for educational administrators. Unpublished doctoral dissertation, Clark University, Atlanta，GA.1988.转引自郝捷. 《初中数学教学与学生认知水平一致性的调查研究》, 首都师范大学硕士论文, 2013年。17) 汪贤泽：《基于课程标准的学业成就评价程序研究》, 华东师范大学博士论文, 2008年。18) Popham, W. J. Curriculum, instruction, and assessment: Amiable allies or phony friends? The Teachers College Record, 2004, 106(3), pp.417-428.19) Cohen, S.A. Instructional alignment: Searching for a magic bulle. Educational Researcher, 1987, 16(8), pp.16-19.20) Hall, R. Aligning learning, teaching and assessment using the web: an evaluation of pedagogic approaches. British Journal of Educational Technology, 2002, 33(2), pp.149-158.21) Council of chief states school officers. State Standard and State Assessment Systems: A Guide to Alignment. 2000, pp.32.22) 刘学智：《小学数学学业评价与课程标准一致性的研究》，东北师范大学博士论文，2008年。23) Cohen, S.A. Instructional alignment: Searching for a magic bulle. Educational Researcher, 1987, 16(8), pp.16-19.
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表 1 教-学-评一致性问卷的探索性因素分析结果
因子1 因子2 因子3 Ⅴ6 0.679 Ⅴ5 0.645 Ⅴ9 0.832 Ⅴ13 0.676 Ⅴ4 0.588 Ⅴ10 0.812 Ⅴ3 0.645 Ⅴ14 0.457 Ⅴ8 0.517 Ⅴ2 0.548 Ⅴ7 0.506 Ⅴ15 0.441 特征值 15.32 5.78 7.63 贡献率 25.90 12.41 17.06 累计贡献率 25.90 38.31 55.37 
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表 3 教-学-评一致性结构方程模型的拟合指数
模型 χ2 df χ2/df IFI TLI CFI GFI RMSEA 833.517 276 3.020 0.896 0.886 0.896 0.978 0.050
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