| 3,376 | 21 | 235 |
| 下载次数 | 被引频次 | 阅读次数 |
本研究从学生视角解析课堂评价行为，考虑中小学的评价情境，形成问卷测试条目。对678名中小学生进行问卷数据的项目分析和探索性因素分析，对652名中小学生进行问卷数据的验证性因素分析，结果发现：课堂评价行为问卷是一个三因子的整体结构，分别是教师的课堂评价行为、学生自我评价行为、学生同伴评价行为，共计37个条目。通过对正式问卷的内部一致性信度、分半信度、内容与结构效度检验表明，该问卷具有较高的信效度，可用于测评小学四年级至高三年级学生的课堂评价行为状况。抽样某县16758个中小学生进行正式问卷的调查，结果发现：课堂评价行为总体水平中等偏上，但内部存在差异，学生的自我评价和同伴评价明显低于教师的课堂评价，而且在性别、学段、城乡和成绩上存在显著差异。我们需要正视课堂评价的整体性，审视课堂评价行为水平的差异性，重视学生特征对课堂评价行为的影响。
Abstract：This study analyzed the classroom assessment behavior from the perspective of students and developed questionnaire items considering the assessment situation of primary and middle school. We performed an item analysis and exploratory factor analysis(EFA) to analyze 678 students, and a confirmatory factor analysis(CFA) to analyze 652 students. The results showed that the classroom assessment behavior questionnaire was a three-factor structure consisting of teachers' classroom assessment behavior, students' self-assessment behavior and students' peer-assessment behavior, totaling 37 items. We tested the internal consistency reliability, split-half reliability, content and structure validity of the formal questionnaire, and the results demonstrated that the questionnaire had satisfactory reliability and validity, and can thus be used to evaluate the classroom assessment behavior of students from 4th through 12th grade. A sample of 16758 primary and middle school students in a county conducted the The formal survey results showed that the overall level of classroom assessment behavior was above the middle point, while with internal differences. Specifically, students' self-and peer-assessment scores were significantly lower than teachers' classroom assessment scores, and there were significant differences in gender, educational stages, urban and rural areas and grades. We should consider the integrality of classroom assessment, examine the differences at the level of classroom assessment behavior, and pay attention to the impact of student characteristics on classroom assessment behavior.
[1] [美]菲利浦·W.杰克逊.课堂生活[M].丁道勇，译.北京：北京师范大学出版社，2021:24.
[2] McMillan,J.H.SAGE Handbook of Research on Classroom Assessment [M].Thousand Oaks,CA:Sage,2013:4.
[3] [美]查普伊斯，斯蒂金斯，等.促进学习的课堂评价：做得对，用得好[M].赵士果，译.上海：华东师范大学出版社，2021:7.
[4] Guskey,T.R.How Classroom Assessment Improve Learning [J].Educational Leadership,2003(5):1-6.
[5][33] 王少非.促进学习的课堂评价[M].上海：华东师范大学出版社，2018:23-25,229-254.
[6] Anderson,L.W.Classroom Assessment:Enhancing the Quality of Teacher Decision Making [M].Mahwah,NJ:Lawrence Erlbaum Associates,2003:26.
[7] [美]R.J.斯蒂金斯.促进学习的学生参与式课堂评价[M].国家基础教育课程改革“促进教师发展与学生成长的评价研究”项目组，译.北京：中国轻工业出版社，2005:73.
[8] 覃兵.课堂评价策略[M].北京：北京师范大学出版社，2010:31.
[9] McMillan,J.H.Classroom Assessment:Principles and Practice That Enhance Student Learning and Motivation(7th ed.)[M].New York,NY:Perason,2017:75.
[10] 陈新汉.自我评价论[M].上海：上海人民出版社，2011:82.
[11] Brown,G.T.L.& Harris,L.R.Student Self-assessment [A].McMillan,J.H.SAGE Handbook of Research on Classroom Assessment [C].Thousand Oaks,CA:Sage,2013:368.
[12][26] Yan,Z.The Self-assessment Practice Scale (SaPS) for Students:Development and Psychometric Studies [J].The Asia-Pacific Education Researcher,2018(2):123-135.
[13] Yan,Z.& Brown,G.T.L.A Cyclical Self-assessment Process:Towards a Model of How Students Engage in Self-assessment [J].Assessment & Evaluation in Higher Education,2017(8):1247-1262.
[14] McMillan,J.H.& Hearn,J.Student Self-assessment:The Key to Stronger Student Motivation and Higher Achievement [J].Education Digest,2009(1):40-49.
[15] Andrade,H.L.Students as the Definitive Source of Formative Assessment:Academic Self-assessment and the Self-regulation of Learning [A].Andrade,H.L.& Cizek,G.J.Handbook of Formative Assessment [C].New York,NY:Routledge,2010:90-105.
[16][24][25] 郑东辉.中小学生作业负担之轻与重：课堂评价的解读[M].上海：华东师范大学出版社，2017:21,7,252-254.
[17] Topping,K.J.Peers as a Source of Formative and Summative Assessment [A].McMillan,J.H.SAGE Handbook of Research on Classroom Assessment [C].Thousand Oaks,CA:Sage,2013:395.
[18] Kane,J.S.& Lawler,E.E.Methods of Peer Assessment [J].Psychological Bulletin,1978(3):555-586.
[19] 熊颖，雷浩.促进共同发展：同伴评价的历史考察、现实路径与未来方向[J].教育测量与评价，2021(9):21-29.
[20][21][38] Topping,K.J.Using Peer Assessment to Inspire Reflection and Learning [M].New York,NY:Routledge,2019:3,5,5.
[22] Assessment Reform Group.Assessment for Learning:10 Principles-research-based Principles to Guide Classroom Practice [EB/OL].http://k1.ioe.ac.uk/tlrp/arg/CIE3.PDF,2002-10-12/2022-01-18.
[23] Earl,L.M.Assessment as Learning:Using Classroom Assessment to Maximize Student Learning [M].Thousand Oaks,CA:Corwin,2003:26.
[27] Brindley,C.& Scoffield,S.Peer Assessment in Undergraduate Programmes [J].Teaching in Higher Education,1998(1):79-90.
[28] Lawshe,C.H.A Quantitative Approach to Content Validity [J].Personnel Psychology,1975(28):563-575.
[29] 赵希斌.不同学段、年级学生对教师评价行为知觉的特点[J].心理发展与教育，2005(4):61-67.
[30] Black,P.& William,D.Inside the Black Box:Raising Standards through Classroom Assessment [J].Phi Delta Kappan,1998(2):139-148.
[31] Hattie,J.A.C.Visible Learning:A Synthesis of Over 800 Meta-analyses Relating to Achievement [M].New York,NY:Routledge,2009:162.
[32] Klinger,D.et al.Classroom Assessment Standards for PreK-12 Teachers [R].Joint Committee on Standards for Educational Evaluation,2015.
[34] Chappuis,J.& Stiggins,R.J.An Introduction to Student-involved Assessment for Learning(7th ed.)[M].New York,NY:Pearson,2016:17-24.
[35] 曾文婕，黄甫全，余璐.评估促进学习何以可能[J].教育研究，2015(12):79-88.
[36] 姬国君，范韵婧.课堂评价：促进学生高质量学习与发展的关键路径[J].中国教育学刊，2022(9):21-26.
[37] 韦林翠.基础教育阶段课堂评价：功能“异化”及价值回归[J].当代教育科学，2021(10):43-50.
[39] 郑东辉.新时期教师到底需要怎样的评价素养[J].教育发展研究，2022(4):46-51.
[40][41] Rogers,W.T.Principles for Fair Student Assessment Practices for Education in Canada [J].Canadian Journal of School Psychology,1993(1):110-127.
[42] Bingham,G.,Holbrook,T.,& Meyers,L.E.Using Self-assessments in Elementary Classrooms [J].Phi Delta Kappan,2010(5):59-61.
基本信息:
DOI：
中图分类号:G632.4
引用信息:
[1]郑东辉,叶盛楠.基于学生视角的课堂评价行为问卷编制与调查[J].全球教育展望,2023,52(05):63-80.
基金信息:
国家社会科学基金教育学一般课题“促进深度学习的课堂评价机制与策略研究”(课题批准号：BHA180121)的研究成果