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新一轮的基础教育课程改革在课程内容、课程评价等诸多方面寻求着突破,教学评价在课改中的位置日益凸显。教育评价不仅涉及学生成绩测验,还涉及课程内容的质量、学生活动的特征、教师得以评定课程材料的便利、课程形式的吸引力以及学生的多种结果而不仅是一种结果。简言之,课程改革引发了比隐含于教育测量实践中更为丰富和复杂的评价概念,教学评价作为复杂的教育实践背景的一个部分更加明确化了。
The new round of elementary education curriculum reform seeks breakthroughs in many aspects such as curriculum content and curriculum evaluation, and the position of teaching evaluation in curriculum reform has become increasingly prominent. Educational evaluations involve not only student performance tests, but also the quality of the content of the course, the characteristics of student activities, the faculty’s ability to assess course materials, the attractiveness of course forms, and the multiple outcomes of students rather than just outcomes. In short, curriculum reform has led to a richer and more complex concept of evaluation than implicit in educational measurement practice, and part of the evaluation of teaching as a complex educational practice is more explicit.