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对评价多维性的思考----献给参加浙师大外院98级毕业十周年同学会的师生

2012103日星期三 04:34-05:44 (更新于15:53)

对评价多维性的思考

――献给参加浙师大外院98级毕业十周年同学会的师生

吴本虎

2012103

当我听着一些当年曾为浙师大外院学子而如今已成人师的华夏中坚却说自己在过去的十年里没做什么值得称道的事情,心中十分感慨,一直思量着:那怎么可能呢?那怎么可能呢?……对这个问题的追索引发了以下一番思考。

在现实世界里,评价是多维的。我们说的评价多维性有两层意思:

一是评价多维性是一种客观存在,即每一个人都会经历多维的评价,如从评价的主体维度来看有社会评价、机构评价、群体评价、个人评价,从评价所针对的时段来看有共时评价、历时评价,从评价的方式而论有分析性评价、综合性评价,从评价的重点考虑有能力评价、业绩评价,从评价的客体对象来说有人事评价、事件评价、人事事件评价,从评价的指向性而论有回顾性评价、前瞻性评价。

二是评价多维性有其客观需求与主观需要,即在客观上需要通过评价来作出某种判断或决策,与此同时也需要在主观上通过评价来衡量我们的言论与行为的影响与效用。无论是评价的客观需求,还是评价的主观需要也都是多维的。

评价的客观需求多维性表现在以下方面:(1)从发展角度看客观需求,我们有社会发展方面的需求、单位发展方面的需求、个人发展方面的需求。(2)从创新求变方面看客观需求,我们有寻找盲点的评价、探索新的增长点的评价。(3)从危机应对方面看客观需求,我们应当有危机性质的评价、危机程度的评价、危机主因的评价。

评价的主观需要多维性体现在以下方面:(1)从发展角度看主观需要,我们有自我发展上的需要、改进人际关系上的需要、适应社会变化方面的需要。(2)从创新求变方面看主观需要,我们有探查创新意识方面的评价、衡量创新精神方面的评价、掂量创新实力方面的评价。(3)从危机应对方面看主观需要,我们应当从自身应对危机的勇气、信心、素质等方面进行评价。

我们必须清醒地意识到,对评价多维性的思考必须有其明确的指向性。本人认为,多维评价的指向性应当是“通过各种维度的多种方式的评价促进我们的全面发展”。

On Multi-Dimensional Assessment

-- To the Participants of the Reunion of the 1998 classes of CFL-ZJNU*

Wu Benhu

October 3, 2012

“I have done nothing special for the past ten years.” was the utterance I heard from some of our alumni who were the students of College of Foreign Languages of Zhejiang Normal University and now are the backbone of the nation while devoting their intelligence and diligence to the career of teaching their own students. On hearing this utterance, I could not help thinking of its sources in uttermost confusion, keeping on questioning myself: “How is it possible? How is it possible? …” Seeking answers to this question led me to the following reflection.

In reality, assessment is multi-dimensional. Multi-dimensional assessment, as we assume it, can be interpreted in two layers.

One layer of multi-dimensional assessment is its existence in reality, that is, everyone experiences multi-dimensional assessment in the real world. As far as
the assessment agency is considered, we have social assessment, institutional assessment, community assessment, individual assessment and so on. As far as
the duration of time is considered, we have synchronic assessment and diachronic assessment. As far as the approaches to assessment are considered, we have
analytic assessment and synthetic assessment. As far as the emphasis of assessment is considered, we have capability assessment, performance assessment
and so on. As far as the objects of assessment are considered, we have personnel assessment, event assessment, and personnel-event assessment. As far
as the orientation of assessment is considered, we have retrospective assessment and prospective assessment.

The other layer of assessment concerns objective necessity and subjective aspiration, that is, judgement and decision making are conceived to require
assessment embedded in the process witnessed in reality on the one hand and, at the same time, the effect and functioning of our speech and behavior should be
determined through assessment on the other hand. Nevertheless, both the objective necessity and the subjective needs are multi-dimensional in nature.

The objective necessity of assessment can be observed from the following: (1) Objective necessity of assessment exists in the process of different kinds of
development such as social development, enterprise development and personal development. (2) It can be perceived from the innovation and transformation to
be expected. In order to bring about them, we need to identify blind spots in our vision and to seek new growing edges through assessment. (3) It would be
viewed from the crisis management in terms of inquiring into the nature of crises, gauging the severity of the crises and determining the crucial causes
of the crises.

The subjective needs of assessment can be observed from the following aspects: (1) Viewing the role of assessment from different kinds of development, we need it
for our personal and interpersonal development and our continuous adaptation to the ever-changing world. (2) Judging from our subjective needs for innovation
and transformation, we need assessment to sense our creative awareness, to mirror our creative spirit, and to weight our creative strength. (3)
Considering our subjective demand in crisis management, we are expected to reflect on our courage, confidence and integrity.

We need to be clearly aware that our consideration of multi-dimensional assessment should have its unmistakable orientation. It seems to me that this kind of
orientation should target at the all-around development through various measures of multi-dimensional assessment.

* CFL-ZJNU = College of Foreign Languages, Zhejiang Normal University

posted on 2012-10-03 16:12 吴本虎 阅读(1010) 评论(0)  编辑  收藏


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  语言是认知的源泉。
  语言不仅是交际工具,而且是认识世界、改造世界和创造世界的源泉。
  语言始终在人类认识世界、改造世界和创造世界的过程中发展与丰富本身。
  所以,英语教学的目标不能长期局限于“培养交际能力”,而应当将“发展包括语言能力、思维能力、感知能力、记忆能力等在内的综合认知能力”作为新的目标。--吴本虎

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