問責時代中的以評促學

Research output: Contribution to journalArticles

Abstract

十八屆三中全會《決定》中提出推進考試招生制度改革,推行初高中學業水準考試和綜合素質評價,從根本上解決一考定終身的弊端。這為形成性評價在我國高中課堂的實施提供了政策保證。然而,形成性評價因為缺乏統一標準、主觀性強,勢必在實行時會面臨來自社會各界的問責。香港高中校本評核的“智慧問責”做法為我們解決這一困境提供了借鑒。在問責時代中以評促學要在我們的課堂裡生根發芽,需要一個和諧統一的評估系統;需要有明確可操作的評估標準;需要外在的審核機制;需要配套的教師評估素養發展方案;還需要各考試風險者的共同參與。
The new national assessment policy advocates formative assessment in high school. However, in the process of implementation, formative assessment inevitably faces with accountability due to lack of standards and its strong subjectivity in judgement. The experiences of school-based assessment in Hong Kong in dealing with intelligent accountability have enlightened us to solve such dilemma. If we want to embed formative assessment in classrooms deeply, we need a harmonious assessment system, specified and operational evaluation standards, external moderation, matching teacher education and involvement of various exam stake-holders. Copyright © 2016 教育部考試中心.
Original languageChinese
Pages (from-to)8-12
Journal中國考試
Volume2015
Issue number2
DOIs
Publication statusPublished - 2015

Citation

詹穎(2015):問責時代中的以評促學,《中國考試》,2015(2),頁8-12。

Keywords

  • 智能問責
  • 高風險考試
  • 校本評核
  • 形成性評價
  • Intelligent accountability
  • High-stakes examination
  • School-based assessment
  • Formative assessment
  • Alt. title: Assessment for learning in the accountability era