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素养本位表现性评价设计呼唤“像教练一样思考”,具有突出设计性、关注过程性、强调参与性、注重反思性的特点。素养本位表现性评价设计建基于“新三维目标”与“单元成功标准”的确立，遵循两条线索展开设计：一是证据线索，这意味着表现性评价需设计表现性任务、表现性事件等类型丰富的评价证据，以形成学生概念性理解的“证据集”;二是标准线索，这意味着每一类评价证据均需设计相应的成功标准、量规，以评定学生的学习质量。两条线索在逻辑上相互独立，在具体设计层面相互依存、相互交叉、结伴而行，共同维系表现性评价设计的效度与信度。
Abstract：Literacy-based performance assessment design calls for “Thinking like a Coach”, which has characterized by highlighting design, paying attention to process, emphasizing participation, and focusing on reflection. Literacy-based performance assessment design is based on the establishment of “new three-dimensional goals”and “unit success criteria”, and it follows two clues: first, the evidence clues, which means that performance assessment needs to design performance tasks, performance events, and other types of rich assessment evidence in order to create a “evidence set” of students' conceptual understanding; second, criterion clues, which means that each type of assessment evidence needs to be designed with corresponding success criteria or rubric in order to assess the quality of students' learning. The two clues are logically independent of one another, but at the level of specific design, they are interdependent, intersect and cooperate to maintain the validity and reliability of performance assessment design.
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(1)表1根据《义务教育数学课程标准(2022年版)》“综合与实践”学习领域的内容设计。
(2)表2根据《义务教育物理课程标准(2022年版)》“物质的形态与变化”主题及其内容设计。
(3)图2根据《义务教育生物学课程标准(2022年版)》“人体生理与健康”学习主题的内容设计。
(4)表3根据《普通高中思想政治课程标准(2017年版)》“当代国际政治与经济”模块内容设计,《美国政府》单元的表现性任务为设计美国政府的学习手册)
(5)该表改编自:Wiggins,G.& McTighe,J.Understanding by Design (2nd Edition) [M].Alexandria,VA:ASCD,2005:162.
基本信息:
中图分类号:G632.0
引用信息:
[1]郭元勋,张华.论素养本位表现性评价设计[J].全球教育展望,2022,51(09):91-103.
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