标准参照评估的行动实践 ——以香港中文大学通识教育基础课程为案例

香港特别行政区高校从2015年开始，学生学业评估陆续由常模参照评估转为标准参照评估。本文以香港中文大学通识教育基础课程实施标准参照评估的行动为案例，分析了这项新的学业评估方式在实施中所遇到的问题，讨论了解决方法并提出实施模型。该模型包含评分量表的设计与开发、量表使用、教师意见反馈与量表修改，以及评分之后的集体讨论这一套实施流程。文章最后指出，要保证标准参照评估的有效实施，需建立教师实践共同体。实践共同体的行动包括：教师共同开发评估标准，通过集体讨论对评估标准的含义和使用达成共识，共同审视评估结果，根据评估结果进一步修改和完善评估标准。

An Action Research on Practicing Criterion-Referenced Assessment: The Case of General Education Foundation Programme of The Chinese University of Hong Kong

The year 2015 saw the beginning of a transition of assessment of student achievement from norm-referencing to criterion-referencing in all public universities in the Hong Kong Special Administrative Region. This article analyses the problems and difficulties arising in the implementation of criterion-referenced assessment in the General Education Foundation Programme of The Chinese University of Hong Kong, and suggested solutions are presented. An implementation model for the adoption of criterion-referenced assessment is proposed. It involves rubric design and development, provision of rubric usage, teachers'' deliberations on assessment criteria and standards, collection of teachers'' feedback, revision of grading rubric and post-grading meeting on grade moderation. This article suggests to ensure the success of implementation of criterion-referenced assessment, it is necessary to build a community of practice among teachers. Actions taken within the community of practice include: involving all teachers to develop assessment criteria, achieving consensus about the meaning and the usage of criteria by holding regular meeting, as well as reflecting on assessment results.