全球教育展望

悉尼大学教育测量与评价中心主任吉姆·托格里尼(Jim Tognolini)教授认为，评价是教师基于学生在发展连续体上的当前表现水平的形象所作出的专业判断，并沿着发展连续体对这种形象进行监测。基于这一教育评价观，评价是教育的中心活动，是了解学生进步和发展的必要条件。教师根据评价证据对教学大纲和学校课程所需的知识和技能的获取进展作出判断，进而规划和实施教学活动。教师的专业判断是实现评价功能的前提，这要求教师具有评价素养和数据素养，二者互为条件、相互作用。教师在理解数据的基础上进行评价，从数据中提取信息，进而转化成增加评价信心的证据，并通过设计和选择评价工具更加充分地收集数据。教育系统具有内在一致性，其中教育标准、课程及大纲、教师的教学、作为专业判断的评价构成一个和谐的整体，应重新协商课程、教学和评价过程，向以学生的成长如何发生及证据如何收集为重点的整体模式转变。为了提升教师评价素养及数据素养，应从教师教育、教师资源管理和教师培训项目等方面采取积极行动。

Professor Jim Tognolini, director of the Center for Educational Measurement and Assessment at the University of Sydney, defines assessment as the professional judgment teachers make based on students' current performance levels on a developmental continuum, monitoring this progress over time. From this perspective, assessment is central to education and a prerequisite for understanding student progress and development. Teachers use assessment evidence to make judgments about the acquisition of knowledge and skills required by syllabuses and school curricula, subsequently planning and implementing teaching activities. Professional judgment is the foundation of effective assessment, requiring teachers to possess both assessment literacy and data literacy. These two are interdependent and interactive: teachers interpret data to conduct assessments, extract information from data, transform it into evidence to enhance confidence in their assessments, and collect data more effectively by designing and selecting appropriate assessment tools. The education system operates as a cohesive framework, integrating educational standards, curricula and syllabus, teaching practices, and assessment as professional judgment. It is essential to renegotiate the processes of curriculum design, teaching, and assessment to shift toward a holistic model that emphasizes how student growth occurs and how evidence is collected. To enhance teachers' assessment literacy and data literacy, proactive measures should be taken in teacher education, teacher resource management, and professional development programs.