【作 者】：
牟智佳， 冯西雅，苏福根
【关 键 词 】：
循证教学评价； 循证教育； 教学证据； 教师发展； 教师效能
【栏 目】：
教育数字化
【中文摘要】：
改进教学评估是新时代教育评价改革进程中教育工作者需要解决的一个重要命题。在全面推进教育数字化转型的战略行动中，教学评价的动力结构得到进一步转变，教学评价的模式与机制也在逐步实现结构重组与流程再造。通过对循证教育发展的系统化分析，阐释循证教学评价的内涵与意蕴，其主要特征表现为材料与数据的实质融通、证据与事实的关联推论、评价与发展的动态循环。循证教学评价在结构体系上是以立德树人、教师发展、教学证据、循证实践、教师效能为理念遵循，以循证评价意识与思维、循证评价知识与能力、循证评价实践与规范、循证评价改进与决策为构成要素，以六类复杂创生的多源证据为评价支撑，通过建立实践渐进与迭代共生的运行机制来保障评价的稳定运转。循证教学评价的运行机制以证据导向和迭代循环为整体运行原则，通过循证规划、证据推论、后效评价形成以循证实践为运行秩序的动态评价循环系统。为此，需要通过提升循证素养、构造循证评价模式、探索智能化评测、创建评价证据库、强化共同体循证实践等方式，实现教学评价从感知走向证据的理念与范式转换。
【英文摘要】：
Improving teaching evaluation is an important proposition that educators need to address in the process of educational evaluation reform in the new era. In the strategic action of comprehensively promoting the digital transformation of education, the dynamic structure of teaching evaluation has been further transformed, and the mode and mechanism of teaching evaluation are gradually realizing the restructuring and process reengineering. Through a systematic analysis of the development of evidence-based education, this paper explains the connotation and implication of evidence-based teaching evaluation, which is mainly characterized by the substantive integration of materials and data, the correlation and inference of evidence and facts, and the dynamic cycle of evaluation and development. In the structural system, evidence-based teaching evaluation follows the principles of moral education, teacher development, teaching evidence, evidence-based practice, and teacher efficacy. Its constituent elements are evidence-based evaluation awareness and thinking, evidence-based evaluation knowledge and ability, evidence-based evaluation practice and norms, and evidence-based evaluation improvement and decision-making. Evidence-based teaching evaluation is supported by six types of complex multisource evidence, and the stable operation of evaluation is guaranteed by the establishment of an operating mechanism of progressive practice and iterative symbiosis. The operating mechanism of evidence-based teaching evaluation is based on the overall operating principle of evidence orientation and iterative cycle, and a dynamic evaluation cycle system is formed with evidence-based practice as the order of operation through evidence-based planning, evidence inference and after-effect evaluation. To this end, it is necessary to improve evidence-based literacy, construct evidence-based evaluation models, explore intelligent evaluation, create an evaluation evidence base, and strengthen community evidence-based practice, so as to realize the transformation of concept and paradigm of teaching evaluation from perception to evidence.
【下 载】：
从感知到证据：循证教学评价的结构体系与实践进路