为了测量还是为了学习：高校公正评价学生学业
内涵探析
| 作 者：刘声涛 |
| 单 位：湖南大学 |
| 基金项目：湖南省教育科学“十二五”规划2012年度项目
“高校有效学生学业评价研究” |
| 摘 要： |
| 教育部核准并向社会发布的多所大学章程对学生学业
评价的要求均是公正评价学生学业。多方面证据表明，目前我
国高校行政管理人员、教师、学生主要将公正评价学生学业理
解为考试并准确评分。从测量技术角度看，准确评价学生学业
难以做到。承认测量技术的局限性是一种基本的科学态度，过
于依赖和关注考试不仅得不到想象中的准确分数，还对师生有
负面影响。学业评价的首要目标是为了学习而不是测量。公正
评价学生学业应该被理解为实施为了学习的评价，使学生获得
最适当的教育。高校章程制定及高校以章程为依据办学，都需
要促进对公正评价学生学业的正确理解与实践。 |
| 关键词：高校；学业评价；公正 |
For Measurement or for Learning: Research on the Meaning
of Learning Evaluation in Higher Education
| Author's Name: LIU Sheng-tao |
| Institution: |
| Abstract: |
| The approved constitutions made by six universities in 2013 require that learning
evaluation should be just. There are several evidences which show that learning evaluation is understood
as examination and accurate score by the administrative personnel, teachers and students in universities
recently. From the perspective of measurement technology, it's hard to evaluate students' learning
accurately. Relying too much on and paying too much attention to examination will bring negative
influences to teaching and learning. The primary goal of learning evaluation is not measurement,
but promoting learning. Impartial learning evaluation should be understood as the implementation of
assessment for learning, and it's purpose is to enable students to obtain the most appropriate education.
When we make and implement a constitution, we should promote accurate understanding and practice of
just learning evaluation. |
| Keywords: higher education; learning evaluation; justice |
| 投稿时间：2014-11-30 |
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