指向教师评价素养的表现性评价教学设计框架——以小学生计算思维为例

A Performance Assessment-Based Instructional Design Framework Oriented toward Teachers’ Assessment Literacy—A Case Study of Primary School Students’ Computational Thinking

摘要: 教师教学评价素养的结构性不足，是导致当前教学中教、学、评脱节的深层原因。表现性评价是发展教师评价素养的关键实践场域，但一线教师普遍缺乏结构化的评价设计路径。为此，本文梳理表现性评价与计算思维的内在契合，以教学评价素养“四维结构说”为分析框架，构建“三阶五环”表现性评价教学设计框架，将评价目标、评估证据与教学实施进行系统性对齐。以小学计算思维为例开展示例性应用，呈现评价目标、评估证据与教学活动的生成过程及设计产出，展示该框架的操作逻辑与内部一致性。该框架具有跨学段迁移价值，既为核心素养教学提供目标清晰、证据链完整、操作性强的设计工具，也为教师在设计实践中嵌入式发展评价素养提供实践载体。

Abstract: The structural inadequacy of teachers’ assessment literacy is a deep-seated cause of the current disconnect between teaching, learning, and assessment. Performance assessment is a key practical arena for developing teachers’ assessment literacy, yet front-line teachers generally lack a structured pathway for assessment design. To address this gap, this paper examines the intrinsic alignment between performance assessment and computational thinking. Using the four-dimensional structural model of teacher assessment literacy as an analytical lens, it develops a “three-stage, five-step” performance assessment instructional design framework that systematically aligns assessment objectives, assessment evidence, and instructional implementation. An illustrative application to primary school students’ computational thinking is then presented, showing how assessment objectives, assessment evidence, and teaching activities are generated and what design outputs they produce, thereby demonstrating the framework’s operational logic and internal coherence. The framework is transferable across school stages: it not only provides competency-oriented teaching with a design tool characterized by clear goals, a complete evidence chain, and a high degree of practicality, but also offers teachers a practical vehicle for the embedded development of assessment literacy through design practice.