人工智能背景下高中教师评价素养现状与提升路径-《集美大学学报（教育科学版）》

文章信息/Info

Title:: The Current Status and Improvement Paths of High School Teachers Assessment Literacy in the AI Era

Author(s):: DENG Qingzhou; KANG Jiaqi; HUANG Rui; (School of Foreign Languages,Jimei University,Xiamen 361021,China)

Keywords:: assessment literacy; artificial intelligence (AI); high school teachers; fourth generation evaluation theory

摘要:: 人工智能（AI）技术的迅速发展正在重构教师评价范式。基于第四代评估理论的协商性框架，通过问卷调查和访谈探讨高中教师评价素养的现状及提升路径。研究发现，高中教师评价素养呈现“高意愿、低渗透”的学科分化特征；理科教师因评价对象可量化更易技术渗透，而文科教师因价值多元性面临人机权责博弈。研究结果显示，代际差异与学科交叉分化加剧能力断层,年轻文科教师陷入“高接受度—低实操能力”困境，资深理科教师因技术保守性抑制创新。为此提出学科导向的提升路径：构建人机协同评价生态系统，设计学科与代际分层培训体系，完善动态支持机制，推动教师评价素养从“工具依赖”向“价值共生”转型。

Abstract:: The rapid development of AI technology is reshaping the paradigm of teacher assessment.Grounding itself in the collaborative framework of Fourth Generation Evaluation Theory,this study examines the current status and enhancement pathways of high school teachers’ assessment literacy through questionnaires and interviews.The findings reveal a discipline-specific pattern of “high willingness but low proficiency”:science teachers demonstrate greater technological integration due to the quantifiable nature of their subjects,while humanities teachers face human-AI responsibility dilemmas stemming from value pluralism.Results indicate that generational differences and disciplinary divides exacerbate competency gaps.Early-career humanities teachers grapple with “high receptivity but low implementation capacity”, whereas veteran science teachers show reluctance to innovate due to technical conservatism.Accordingly,this study proposes the following discipline-oriented enhancement strategies:establishing a human-AI collaborative assessment ecosystem;designing tiered training programs tailored to disciplines and career stages;and refining dynamic support mechanisms.These approaches aim to transform teacher assessment literacy from “tool dependence” toward “value symbiosis”.