建构主义评价观认为:评价应是目标自由、情境驱动、依靠学习背景,以真实任务、知识经验建构为标准,评价标准多元化。《数学课程标准》指出“:评价的主要目的是全面了解学生数学学习的过程和结果,激励学生学习和改进教师的教学。”基本出发点是促进学生全 Constructivism evaluation view that: evaluation should be the goal of freedom, context driven, relying on the learning background, with the real task, the construction of knowledge and experience as the standard evaluation criteria for diversification. The standard of mathematics curriculum states that the main purpose of evaluation is to fully understand the process and result of students ’mathematics learning so as to encourage students to learn and improve teaching of teachers. "The basic starting point is to promote students’