【作 者】：
吴龙凯， 程 浩， 张 珊， 宋琰玉
【关 键 词 】：
智能技术赋能教育评价； 时代内涵； 伦理困境； 对策研究； 算法偏见
【栏 目】：
理论探讨
【中文摘要】：
教育评价处于衡量与引导教育事业发展的枢纽环节，以人工智能、大数据为代表的智能技术全面赋能教育评价改革，支撑教育系统全方位、全要素、全流程转型。然而，目前有关智能技术赋能教育评价所引发的潜在伦理风险及其应对措施的研究尚不明确。基于此，文章系统回顾与分析了国内外有关智能技术赋能教育评价的相关研究，阐释了智能技术赋能教育评价的时代内涵，探析了智能技术赋能新时代教育评价的伦理困境：技术至上僭越教育主体底线、算法偏见触碰人本伦理防线、数据过度挖掘违背信息安全红线、唯机器评价偏移教育公平普惠基准线、智能评价围囿制约主体思维创新“高线”。提出了消解伦理困境的具体对策：明确评价主体地位，建立多级联动保障新机制；审视智能算法偏差，驱动绿色评价技术新引擎；筑牢数据安全护栏，探索“弹性+柔性”共治新模式；兼容内外评价范式，破解教育质量公平伦理新难题；培养人工智能素养，推动主体伦理道德新发展。
【英文摘要】：
Educational evaluation is the key link to measure and guide the development of education. The intelligent technology represented by artificial intelligence and big data comprehensively empowered the reform of educational evaluation and supports the all-round, all-factor and whole-process transformation of the education system.However, at present, the research on the potential ethical risks caused by the educational evaluation empowered by intelligent technology and its countermeasures is not clear. Based on this, this paper systematically reviews and analyzes the relevant studies on the educational evaluation empowered by intelligent technology at home and abroad, explains its contemporary connotation, and explores its ethical dilemma in the new era: technological supremacy has overstepped the bottom line of the main body of education, algorithmic bias has touched the defense line of humanistic ethics, excessive data mining has violated the red line of information security, machine-only evaluation has deviated from the baseline of equity and inclusion in education, and intelligent evaluation has limited the "high line" of subject's thinking and innovation. Specific countermeasures are proposed to resolve the ethical dilemma: to clarify the status of the main body of evaluation and establish a new mechanism of multi-level linkage guarantee; to examine the deviation of intelligent algorithms and drive the new engine of green evaluation technology; to build a strong data security guardrail and explore a new model of "elasticity +flexibility" co-governance; to be compatible with internal and external evaluation paradigms and solve the new ethical problem of equity in educational quality; to cultivate artificial intelligence literacy and promote the new development of subject ethics.