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如何对学会学习进行测评是当前素养导向的基础教育研究中的重点和难点问题。在已有研究中，芬兰豪塔迈基(Hautam?ki)等人开发的学会学习测验具有坚实的理论和实践基础，是目前比较可信的评估工具。由于英文版测验无法直接应用于中国学生群体，本研究借助翻译、回译、评审、教师检查、学生认知访谈等方法，将芬兰学会学习测验编译成相应的中文版，又经专家命题、试测，对测验的测量学质量进行了改善。结果表明，修订后的学会学习测验中文版模型拟合良好，信度均达到可接受水平，且大部分在0.8以上。该测验为我国开展中学生学会学习评估提供了可靠工具。
Abstract：In current educational research, which usually emphasizes competency, how to assess learning to learn is an important and challenging issue. Among the existing researches, the Learning to Learn Test developed by Hautam?ki and others in Finland has a solid theoretical and practical foundation, and is a relatively reliable assessment tool at present. The test was modified for this study since the English version of the test could not be directly applied to Chinese students. With the help of translation, back translation, review, teacher inspection, student cognitive interview and other methods, this study transformed the learning test into a corresponding Chinese version, and improved its metrological quality through expert proposition and test. The results showed that the revised Learning to Learn Test fitted well with the theoretical model, and the reliability of the subtests all reached an acceptable level, with most of them being above 0.8. The revised Learning to Learn Test provides a reliable and valid tool for assessing middle school students' learning to learn in China.
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(1)这一点经文献检索以及与学会学习测验的开发团队(芬兰赫尔辛基大学教育评估中心)的负责人里斯托·霍图莱宁(Risto Hotulainen)教授的邮件沟通得以确认。
基本信息:
中图分类号:G424
引用信息:
[1]张洁 ,杨向东,郭少阳.学会学习测验的本土化研究[J].全球教育展望,2023,52(01):90-104.
2023-01-10
2023-01-10