| 3,813 | 31 | 431 |
| 下载次数 | 被引频次 | 阅读次数 |
基于信息技术的表现性评价是技术赋能学生综合素质评价的实践方法，对于推动学生综合素质评价改革和基础教育高质量发展意义重大。在教育信息化发展新阶段，如何准确理解基于信息技术的表现性评价及其构成要素、分类框架，已成为学生综合素质评价改革中的热点问题。在教育数字化转型背景下，基于信息技术的表现性评价是一种遍及教育评价各要素、流程和层面的立体式变革，呈现出表现性、智能性和客观性的特点，且具有评价目标、评价任务、评价数据、评价结果、评价反馈和信息技术支持六大要素。结合教育信息化发展特点，基于信息技术的表现性评价可被划分为预设式静态性评价、预设式适应性评价、预设式交互式评价、预设式真实性评价和自然式非侵入性评价五类。
Abstract：Performance assessment based on information technology(PAIT) is a practical method for students' comprehensive quality evaluation, which is of great significance for promoting the reform of comprehensive quality evaluation of students and the high-quality development of K-12 education. In the new stage of educational informatization development, how to exactly understand PAIT, as well as its components and classification framework, has become a hot issue in reforming students' comprehensive quality evaluation. Under the background of digital transformation of education, PAIT is a three-dimensional reform covering all elements, processes and levels of educational evaluation, featuring performance, intelligence, and objectivity, and consisting of assessment goals, tasks, data, results, and feedbacks, as well as the support from information technologies. Based on the development characteristics of information technologies,PAIT could be divided into five categories: pre-set static, pre-set adaptive, pre-set interactive, pre-set authentic, and natural non-invasive assessments.
[1]刘志军,徐彬.综合素质评价:破除“唯分数”评价的关键与路径[J].教育研究,2020,41(2):91-100.
[2]魏晶,贾曦等.以促进发展为目标的大学生综合素质评价——第二课堂成绩单建设理与实践[J].中国电化教育,2018,(9):132-137.
[3]杨宗凯.教育的全面数字化转型已成必然趋势[N].中国青年报,2022-04-11(05).
[4]黄荣怀,杨俊锋.教育数字化转型的内涵与实施路径[N].中国教育报,2022-04-06(04).
[5]吴立宝,曹雅楠等.中小学综合素质评价研究趋势与热点[J].教育理论与实践,2021,41(11):10-15.
[6][8][13]郑勤华,陈丽等.基于信息技术的表现性评价:内涵、作用点与发展路向[J].中国电化教育,2023,(3):55-61.
[7]陈丽.智能技术支撑学生综合素质评价:改革与创新[J].现代教育技术,2023,33(12):5-13.
[9]祝智庭,胡姣.教育数字化转型的本质探析与研究展望[J].中国电化教育,2022,(4):1-8+25.
[10]骆方,田雪涛等.教育评价新趋向:智能化测评研究综述[J].现代远程教育研究,2021,33(5):42-52.
[11]张辉蓉,朱山等.教育智慧评价:意蕴、特征与挑战[J].中国考试,2021,(9):1-7.
[12]周文叶,陈铭洲.指向核心素养的表现性评价[J].课程·教材·教法,2017,37(9):36-43.
[14]鞠玉翠.基于真实情境问题的评价何以促进五育融合[J].中国电化教育,2021,(1):14-19.
[15] Stecher B M.Performance assessment in an era of standardsbased educational accountability[J].Journal of Military Medicine,2010,16(1):37-44.
[16] Parshall C G,Harmes J C,et al.Innovative items for computerized testing[M].New York:Springer,2010.215-230.
[17] Siddiq F,Hatlevik O E,et al.Taking a future perspective by learning from the past-A systematic review of assessment instruments that aim to measure primary and secondary school students’ ICT literacy[J].Educational Research Review,2016,19:58-84.
[18]余丽芹,索峰等.小学中高段学生信息素养测评模型构建与应用研究——以四、五年级学生为例[J].中国电化教育,2021,(5):63-69.
[19] Claro M,Preiss D D,et al.Assessment of 21st century ICT skills in Chile:Test design and results from high school level students[J].Computers&Education,2012,59(3):1042-1053.
[20] Aesaert K,van Nijlen D,et al.Direct measures of ICT validation of an ICT competence scale[J].Computers&Education,2014,76:168-181.
[21] Eshet-Alkali Y,Amichai-Hamburger Y.Experiments in digital literacy[J].Cyber-psychology Behavior,2004,7(4):421-429.
基本信息:
中图分类号:G434
引用信息:
[1]柴唤友,郑勤华,胡天慧,等.基于信息技术的表现性评价：概念解析、构成要素及分类框架[J].中国电化教育,2024,No.445(02):1-7.
基金信息:
科技部“社会治理与智慧社会科技支撑”重点专项项目“大规模学生跨学段成长跟踪研究”(项目编号：2021YFC3340800)阶段性研究成果
2024-02-07
2024-02-07