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一、教育评估理论的发展演变本世纪初,教育测验蓬勃兴起,教育者意识到了在缺乏客观和可靠信息的基础上制定教育方针是非常危险的,于是,他们便力图使教育评估客观化.当时,教育测验和评估的基础科学是测量学、心理学、统计学.30年代新教育运动已不是从唯理主义来考虑的,而是主张智力的、社会的、情绪的、身体的统一等全人格的教育.美国进步主义教育联盟著名的“八年研究”,验证了当时所倡导的新教育的优越作用.测验法作为一种评估方法,运用了观察、面谈、轶事记录等手段,因此萌发了教育目标分类学的构想和达到程度评估的思想,确定了评估的意义:“评估不是为评估而评估,而必须是为更好地达到教育目标而进行评估.”
I. THE EVOLUTION OF EDUCATIONAL EVALUATION THEORY At the beginning of this century, education tests were booming. Educators realized that it was very dangerous to formulate an education policy based on the lack of objective and reliable information, and they tried hard to objectify the education evaluation. , The basic sciences of education testing and evaluation are surveying, psychology, statistics, etc. The new education movement in the 1930s was not considered from rationalism but advocated full personality such as intellectual, social, emotional, and physical unity The famous “eight-year study” of the American Progressive Education Alliance validated the superior role of the new education advocated then.As a method of evaluation, the test method used the methods of observation, interview and anecdotal recording to germinate The idea of taxonomy of educational goals and the idea of attaining a degree of assessment determine the significance of the assessment: “Assessment is not assessed for assessment but must be assessed for better achievement of educational goals.”