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2011年上海市教委出台《中小学学生学业质量绿色指标体系》(简称《绿色指标》),提出了学生在学业水平、学习动力、身心健康等10个指数上的具体评价标准。这一系列目标的实现,都有赖于注重学生实际操作能力和解决问题能力培养的表现性评价。故本文从理论与实践层面,与大家共同探讨一下这一评价模式。一、表现性评价的概念与价值表现性评价兴起于20世纪90年代的美国。美国教育评定技术处将表现性评价界定为:“通过学生自己给出的问题答案和展示的作品,来判
In 2011, the Shanghai Municipal Education Commission promulgated the ”Green Index System for the Quality of Primary and Secondary School Students“ (abbreviated as the ”Green Index“), and put forward specific evaluation criteria for students on the 10 indexes of academic level, motivation for learning, and physical and mental health. The realization of this series of goals depends on the performance evaluation that focuses on students’ practical ability and ability to solve problems. Therefore, this paper discusses this evaluation model from the theoretical and practical levels. I. Concepts and Values of Performance Evaluation The performance evaluation emerged in the United States in the 1990s. The U.S. Department of Educational Evaluation Technology defines the performance evaluation as: ”To judge through the answers given by the students themselves and the displayed works.