数据驱动的教育评价模式与创新实践

向雄海¹ 吴 瑶^2* 许 炜³

（1.湖南省长沙市第六中学，湖南 长沙 410001；2.北京师范大学 远程教育研究中心，北京 100875；3.华中科技大学 电子信息与通信学院，湖北 武汉 430074）

【摘 要】教育评价改革是推进育人方式变革、建设国家高质量教育体系的关键。但教育评价的复杂性和传统评价模式的局限性使得评价陷入了数据不全面、实施难度高、评价结果不客观等困境，数据驱动的教育评价模式则逐渐表现出数据类型丰富、可测量、客观性高等独特的优势。为了进一步挖掘教育一线在数据驱动的教育评价模式方面的实践经验，本文依托cMOOC“‘互联网+教育’与教育数字化转型”，基于主题六“数据驱动的教育评价模式改革”的学习中学习者课程平台中的思考与认识，汇聚群体智慧产生的核心观点，对涌现出的三个典型案例进行半结构化访谈，并对文本内容进行了深入剖析。结果发现，数据驱动的教育评价呈现出多时空的评价范围、多元化的评价主体、发展性的评价结果等特征，形成了自主参与导向的学科素养评价模式、学校管理导向的综合评价模式以及“区域—学校—学生”需求导向的系统评价模式，这些评价模式下的创新实践取得了一定成效，并为未来的教育评价提供了发展方向。

【关键词】数据驱动；教育评价；评价模式；创新实践；cMOOC

Data-Driven Educational Evaluation Model and Innovative Practice

XIANG Xionghai¹, WU Yao^2* and XU Wei³

(1. NO.6 Middle School of Changsha, Changsha 410001, China; 2. Distance Education Research Center, Beijing Normal University, Beijing 100875, China; 3. School of Electronic Information and Communication, Huazhong University of Science and Technology, Wuhan 430074, China)

Abstract: Education evaluation reform is the key to promote education innovation and to build high-quality education system. However, its complexity and limitations of traditional evaluation model lead to the dilemma of incomplete data, high implementation difficulty and unobjective evaluation results. Data-driven education evaluation model, therefore, show its unique advantages in rich data types, measurability and high objectivity. In order to explore practical experiences of data-driven education evaluation models, this article focuses on Theme 6 “Data-driven Education Evaluation Model Reform” of cMOOC7.0 Internet+Education and Digital Transformation of Education. Based on learners’ reflections and perceptions on course platform, viewpoints and group wisdom are gathered, semi-structured interviews are conducted with three typical cases, and in-depth text analysis is conducted. Results show that data-driven education evaluation presents several features, namely multi-temporal scope, diversified subjects, and developmental results. It has formed an autonomous participation-oriented subject literacy evaluation model, a school management-oriented comprehensive evaluation model, and a regional-school-student needs-oriented systematic evaluation model, and the innovative practices under evaluation models have achieved certain results. Innovative practices under these models have achieved certain results and might point to directions for future education evaluation research.

Keywords: data-driven; education evaluation; evaluation model; innovative practice; cMOOC

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