评价是教育教学活动中的重要一环。理想的评价,不仅为学校的决策提供诊断性的咨询服务,帮助教师调整教学策略,还可以督促学生对所学知识进行再加工,提高已有知识经验的可分辨性、可利用性和清晰性。过去,我们曾长期囿于“一张考卷定高低”的成绩评价,这种方式不仅标准单一,而且只能反映结果,越来越无法服务于我国“立德树人”的教育目标。核心素养的提出,使评价成了跨越课程边界、超越学科概念的独立复杂的教育过程,教育评价甚至跳脱了具体教育目标和教育内容,直指学生的核心素养培养。在这样的背景下,评价内容开始扩展,不仅评价学生书本知识的掌握情况,还关注学生的能力发展、个性发 Evaluation is an important part of education and teaching activities. Ideal assessment not only provides diagnostic advisory services to schools’ decision-making, helps teachers to adjust their teaching strategies, but also urges students to re-process their knowledge and improve the identifiability, availability and clarity of existing knowledge experiences . In the past, we have long been criticized for the performance evaluation of “a testament set high and low”, which not only has a single standard but also can only reflect the results, more and more unable to serve our country’s “Lideshu people” education aims. The proposition of core literacy makes the evaluation an independent and complicated educational process that crosses the boundaries of the curriculum and transcends disciplinary concepts. The education evaluation even jumps out the specific educational goals and educational content, pointing to the cultivation of students’ core literacy. In this context, the contents of the evaluation began to expand, not only evaluate the grasp of the students book knowledge, but also focus on the development of student ability, personality hair