關於評分的思考

評分本應是一種有用的輔助手段，但現實中很少能真正發揮這一作用。 評分往往過於關注狹隘的數據點，而忽視了對整體理解的考察，以及對嘗試獨特解決方案或創造能力的培養。 [b]梅麗莎：[/b]（瞥了一眼一首詩）我覺得大多數老師都太忙了，沒有時間應對這首詩提出的問題。  [b] 廖： [/b]是嗎？ 問題真的是時間不夠，還是更傾向於想迴避某種不適？  [b] 梅麗莎：[/b]不適？ 會不會大多數老師其實非常清楚發生了什麼，只是為了方便選擇忽略？  [b]摘要：[/b]對課堂測試構念效度的一些深刻反思。 [b] 關鍵詞：[/b]評分標準、測試效度、過度測試、課程窄化、測試誤用

[h3]Thoughts about grading[/h3] Grading should be a useful aid, but this is seldom the case. All too often grading focuses on narrow bits of data, not on holistic understanding,  or the ability to try out unique solutions or to create. [b]Melissa: [/b](glancing at a poem) I think most teachers are too busy to wrestle with the questions in this poem. [b]Liao: [/b]  Really? Is the problem lack of time or perhaps a desire to avoid discomfort? [b]Melissa:[/b] Discomfort? Don't most teachers know quite well what is going on, but ignore it for expedience? [b]SUMMARY: [/b]Some pointed thoughts about the construct validity of classroom testing [b]KEYWORDS: [/b]grading criteria, test validity, over-testing, curricular narrowing, test misuse