教育与教学研究2026，Vol.40Issue(3)：101-112,12.
学生增值评价:价值取向、操作困境与实践校正
Student Value-added Evaluation:Value Orientation,Operational Difficulties,and Practical Correction
摘要
Abstract
Students' value-added assessment takes students' progress as the evaluation objective and integrates their baseline level,developmental process,and final outcomes to form the assessment results.It adheres to a student-centered approach,emphasizes evaluating teaching based on student learning,and upholds a developmental value orientation.How-ever,current practices in students' value-added assessment face several issues:misconceptions dilute the authenticity of evaluation;uncertainties in data,processes,and standards undermine its scientific rigor;a lack of adaptability in models and feedback weakens its relevance;and limited utility in purpose,process,and outcomes constrains its effectiveness.To realize the true value of students' value-added assessment,it is necessary to establish a quality-oriented approach,conduct whole-process information collection,build multi-stakeholder collaboration mechanisms,employ diversified evaluation methods,present individualized developmental profiles,and strengthen diagnostic and improvement functions.These steps will help construct an ideal framework for students' value-added assessment.关键词
教育评价改革/学生增值评价/学生发展/评价理念Key words
educational evaluation reform/students' value-added assessment/student development/evaluation phi-losophy分类
社会科学引用本文复制引用
金玉梅,常康云,游福川..学生增值评价:价值取向、操作困境与实践校正[J].教育与教学研究,2026,40(3):101-112,12.基金项目
教育部课程教材研究所委托重大课题"基础教育课程教材支撑教育强国建设研究"(编号:JCSZD2024KCZX009) （编号:JCSZD2024KCZX009）
重庆市教育科学"十四五"规划重点课题"适宜现实课堂情境的智能化教学模式构建研究"(编号:2021-JZ-010). （编号:2021-JZ-010）
