论中小学教育评价的变异机理与修复策略

“唯分数”的教育评价体制是导致我国中小学“应试教育”死循环的原点,根治“应试教育”的毒瘤必须深入教育评价运行的“内循环”系统中去。从发生论角度看,教育评价的元模型是其三个环节——维度抽取、刻度度量与结果适用等铰链而成的一个闭路循环。当代中小学教育评价变异现象滋生于该模型的各个链环上,一味追求可测化、数量化、社会化是教育评价离心运转、逐步异化的内因。从变异机理上分析,中小学教育评价变异源自维度抽取中的顾此失彼、属性量化中的意义耗散与社会适用中的分数暴力。面向未来,中小学教育评价异化现象的修复路径是:倡导“三个兼顾”,让评价工作在回归评价对象的整体、本体与教育属性的过程中有效应对异化现象的发生。

Alienation Mechanism and Repair Strategies ofEducation Evaluation in Elementary and Secondary Schools

Evaluation based on scores alone is the origin point leading to exam-oriented education’s endless loop in elementary and secondary schools.And so,we should go deep into the inner system of educational evaluation.From the perspective of genetic epistemology,we know that the meta model of educational evaluations are made of three links,that is dimension extraction,measuring by scale and applying the result,which constitutes a closed cycle.Alienation effect which means the measurable,the quantitative and the social starts from every link in the model.From the alienation mechanism,it is rooted in attending to one thing and losing another in dimension extraction,the loss of meaning in attributes quantification,and the score violence in score application.In the future,the educational evaluations to repair are three ways:advocating“three returns”,getting it back to its whole,reality and educational attributes.