判断评价与课程标准一致性的若干问题

Issues Related to Judging the Alignment of Curriculum Standards and Assessments

Webb—致性程序是判断评价与课程标准一致性的重要工具，它有4个标准：类别一致性、知识深度一致性、知识范围一致性和知识分布平衡性，分別对应着多级可接受水平。一致性研究的挑战在于判断“什么样的一致性才是最好的”，这ー判断过程虽然可以基于众多实证研究，但也包含某种程度的主观性。

The article presents a process for judging the alignment between curriculum standards and assessments developed by the author.This process produces information on the relationship between standards and assessments by four alignment criteria ： Categorical Concurrence， Depth of Knowledge Consistency， Range of Knowledge Correspondence， and Balance of Representation. Five issues are identified-but not resolved-that have arisen from conducting alignment studies. All of these issues relate to making a decision about what alignment is good enough. Pragmatic decisions have been made to specify acceptable levels for each of the alignment criteria. The assumptions are described. The issues discussed arise from a change in the underlying assumptions and from considering variations in the purpose for an assessment. The existence of such issues reinforces that alignment judgments have an element of subjectivity.