【作 者】：
逯 行， 张 硕
【关 键 词 】：
有限循证； 教师数字素养； 数字评价素养； 构成要素； 互鉴机制
【栏 目】：
学科建设与教师发展
【中文摘要】：
数字场景中的教师利用周遭证据、自身经验、共同体互动来塑造自身数字评价能力，以抵抗单一证据造成的评价偏差。研究利用深度访谈，从自主性评价特质、深层性评价认知、实践性评价哲学、开放性评价态度、系统性评价能力五个维度描摹了有限循证视域下教师数字评价素养的构成；采用系统功能语言学框架对访谈数据编码，发现素养形成过程中教师个体间经验交流互鉴与认知校准机制经历了价值协商、能力对标、情感共振与共识生成。研究发现：共享评价标准、共享失败案例、共享自我指导、共享场域情感是教师数字评价素养不断形成并迈向成熟的必要过程。最后，研究提出推动数智时代教师评价素养提升的建议：增强教师之间人际信任以促进数字评价经验的共享、培养教师对数据批判性分析的专家直觉以及提供针对性培训和常态化进修项目。
【英文摘要】：
In digital environments, teachers utilize circumstantial evidence, their own experiences, and community interactions to shape their own digital evaluation capabilities to resist evaluation biases caused by singular evidence. Using in-depth interviews, the study depicts the composition of teachers' digital evaluation literacy from a limited evidence-based perspective across five dimensions: autonomous evaluation traits, profound evaluation cognition, practical evaluation philosophy, open evaluation attitudes, and systematic evaluation capabilities. Employing a systematic functional linguistics framework to code the interview data, the study finds that the mutual learning and cognitive alignment mechanism among individual teachers in the process of literacy formation has gone through the process of value negotiation, capability alignment, emotional resonance and consensus generation. It is found that shared evaluation standards, shared failure cases, shared self-guidance, and shared contextual emotions constitute necessary processes for teachers' digital evaluation literacy to form and mature. Finally, the study proposes recommendations to promote teachers' evaluation literacy in the digital age: enhancing interpersonal trust among teachers to facilitate the sharing of digital evaluation experiences, fostering teachers' expert intuition to critically analyze data, and implementing targeted training and regular professional development programs.