首页|溯源与正本:关于"过程性评价"的再认识

溯源与正本:关于"过程性评价"的再认识

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文章基于对"过程性评价"在政策术语与学术术语语境下的考察,揭示了过程性评价的"全过程论""单一过程论""双重过程论",以及过程性评价和形成性评价的"替代说""混同说""差异说"等认识问题.通过对过程性评价及其相关概念的溯源考察,历经滥觞、转向、消弭、融合等发展阶段,研究认为,过程性评价中的"过程"是一种相对时间意义上的理解,过程性评价和形成性评价虽然具有天然的联系性,但两者本质上是时间意义和价值意义上的区别,而过程性评价和结果性评价看似有着明显的区别,但两者在作用指向上具有高度联系性,可以在形成性评价或总结性评价中实现相依交融.最后,过程性评价在实践中的践行要略包括:准确把握评价价值定位,重点聚焦典型行为表现,持续完善反思性自我评价机制,技术赋能实现精准改进.
Traceability and Originality:Re-understanding of"Process Evaluation"
Based on the investigation of"process evaluation"in the context of policy terminology and academic terminology,this paper reveals the"whole process theory","single process theory"and"dual process theory"of process evaluation,as well as the"substitution theory","confusion theory"and"difference theory"of process evaluation and formative evaluation.Through the traceability of process evaluation and its related concepts,and through the development stages of beginning,turning,elimination,and integration,The study believes that the"process"in process evaluation is an understanding of the relative time meaning.Although process evaluation and formative evaluation have a natural connection,they are essentially different in time and value meaning.While process evaluation and product evaluation seem to have obvious differences,they are highly related in the direction of action,and can be integrated in formative evaluation or summative evaluation.Finally,the practice of process evaluation in practice includes:accurately grasp the value orientation of evaluation,focus on typical behavior performance,continuously improve the reflective self-evaluation mechanism,and technology enables accurate improvement.

process evaluationformative evaluationproduct evaluationsummative evaluation

张红霞、刘志军

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河南大学教育考试与评价研究院(开封 475004)

过程性评价 形成性评价 结果性评价 总结性评价

国家社会科学基金 "十三五"规划2019年度教育学一般课题

BGA190045

2024

教育发展研究
上海市教育科学研究院 上海市高等教育学会

教育发展研究

CSTPCDCSSCICHSSCD北大核心
影响因子:1.416
ISSN:1008-3855
年,卷(期):2024.44(12)
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