CAJ | 학술논문

基于后现代主义思潮的学业评价价值导向，通过后现代视角从评价内容、方法和主体三个方面对学生学业评价展开分析。以建构主义范式和响应式聚焦来理解评价，以利益相关者的主张、焦虑和争议为焦点，以协商作为学生学业评价的主要形式，通过学业评价的准备、实施、分析和反馈四个阶段的循环模式，不断评价、反馈与修正，从而实现评价主体多元化和方法的多样性。
기우후현대주의사조적학업평개개치도향，통과후현대시각종평개내용、방법화주체삼개방면대학생학업평개전개분석。이건구주의범식화향응식취초래리해평개，이이익상관자적주장、초필화쟁의위초점，이협상작위학생학업평개적주요형식，통과학업평개적준비、실시、분석화반궤사개계단적순배모식，불단평개、반궤여수정，종이실현평개주체다원화화방법적다양성。
This paper , building on the postmodern values of academic assessment , addresses the student academic assessment in terms of its content , method and subject .It attempts to understand the assessment through the constructivist paradigm and the responsive focus;focusing on the assertions , anxieties and disputes among relevant parties , it takes consultation as the major form of student academic assessment , and adopts a 4-phase ( preparation , administration , analysis and feedback ) model to fulfill the assessment-feedback-correc-tion cycle of the assessment , thereby realizing the diversification of the subject and method of student academic assessment .