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.