摘要
Abstract
Following the issuance of the Ministry of Education's notice on regulating the management of daily examinations in primary and secondary schools,the frequency of unified examinations has been strictly reduced.The weight of evaluation is shifting from regional unified examinations and inter-school joint tests back to schools and teachers.Whether schools are capable of exercising this authority,whether principals can assume core responsibility for restructuring the school evaluation system,and whether teachers can properly wield this evaluation power all depend on their level of evaluation literacy.Based on survey data from 16 880 teachers in Shanghai,this study reveals a structural contradiction in teachers'current evaluation literacy,characterized by"strong awareness,possession of knowledge,yet weak capability".It analyzes the negative impact and underlying concerns of judgment-based evaluation—predominantly relying on examinations—on the cultivation of students'subjectivity,sense of meaning,curiosity,and innovative potential.The paper proposes a value reconstruction in evaluation from"screening"to"nurturing",and articulates a four-dimensional quality perspective that mutually reinforces life quality,process quality,academic quality,and sustainable development quality.Drawing on regional practical exploration,it discusses pathways for enhancing teachers'evaluation literacy.关键词
考试管理政策/教育评价改革/教师评价素养/日常评价Key words
Examination management policy/Education evaluation reform/Teachers'evaluation literacy/Daily evaluation分类
社会科学
