| 李思瑾.美国CBAL评估系统述评——以数学能力模型为例[J].上海教育评估研究,2020,9(6):38-43 |
| 美国CBAL评估系统述评——以数学能力模型为例 |
| Review of American CBAL Evaluation System—A Case Study of Mathematical Ability Model |
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| DOI： |
| 中文关键词: CBAL 能力评估 能力模型 形成性评估 |
| 英文关键词:CBAL Ability assessment Ability model Formative assessment |
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| 中文摘要: |
| CBAL是美国教育考试服务中心的一项研究。该研究的目的是要创建一个评估系统，实现从“对学习的评价”到“为了学习的评价”，再到“评价即为学习”的转变，真正体现评价对学习的促进作用。CBAL项目由能力模型、总结性评估、形成性评估、专业支持等4 个组件构成。本文介绍了这4 个组件之间的关系，重点对CBAL数学能力模型及其运用进行详细阐述，以此分析了CBAL项目的特点，并从数学教育评估、数学能力考查、现代教育技术运用等方面探讨了与我国教育评估体系融合的可行性。 |
| 英文摘要: |
| CBAL is an educational testing service study whose goal is to create an assessment system that can shift the view from“evaluation of learning”to“evaluation for learning”and then to “evaluation as learning”and promote the students’learning. The CBAL project consists of four components: capability model, summative assessment, formative assessment and professional support. This paper introduces the relationship among the four components and mainly expounds the CBAL mathematical ability model and its application in detail, analyzes the characteristics of the CBAL project in order to explore the feasibility of the project’s integration with China’s educational evaluation system in the aspects of mathematical education evaluation, mathematical ability examination, modern educational technology application and so on. |
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