目的 通过可视化软件分析国内外形成性评价相关文献,为我国教育相关领域形成性评价研究提供参考。方法 2022年7月分别检索中国知网、万方数据知识服务平台、维普中文科技期刊数据库和Web of Science(WOS)数据库中于1990年1月至2022年6月发表的和形成性评价相关的中英文文献,并采用Citespace软件进行归纳分析总结,分析内容包括发文量、作者、国家、研究机构、引用关系、关键词等。 结果 共纳入5 537篇中文文献和5 096篇英文文献。近几年中文发文量基本稳定,英文发文量有明显升高趋势。作者方面,国内以中国医科大学齐殿军和湖北大学施德安2个团队影响力较大,国际上以Black,Sadler 等影响力最大。从国家来看,美国、英国、澳大利亚发表文献数量分列前3位,国内发表文献最多的机构为新疆医科大学,英文文献中以明尼苏达大学发文最多。中文高频关键词包括大学英语、教学评价、教学改革等,英文高频关键词为formative assessment,student,education等。近几年国内研究热点为翻转课堂、教学改革、线上教学等,而engagement,assessment literacy,student perception等为英文文献研究的新热点。结论 目前国内外形成性评价研究的侧重点和趋势不尽相同,我国研究方向不够明确,建议对形成性评价研究进行更加系统的规划,促进教育事业特别是医学教育健康发展。
Objective To analyze the literatures about formative assessment both in Chinese and English with visual analysis software, and lay a foundation for subsequent research of formative assessment in education related fields in China. Methods In July 2022, the literatures on formative evaluation from January 1991 to June 2022 in CNKI, VIP Periodical, Wanfang Data and Web of Science databases were searched respectively. Citespace software was used to summarize and analyze the literatures. All of the following were analyzed including number, author, country, institution, key words, citation relationship, etc. Results A total of 5 537 Chinese articles and 5 096 English articles were included for following-up analysis. The number of Chinese articles was basically stable while English articles was significantly increased in recent years. Two teams of Dianjun Qi from China Medical University, De′an Shi from Hubei University had great influence in China while Black, Sadler had the greatest influence internationally. The United States, the United Kingdom and Australia were the top three countries publishing most literatures. The Xinjiang Medical University and University of Minnesota published most literatures in Chinese and in English respectively. College English, teaching evaluation, teaching reform and formative assessment, student, education were the key words with the highest frequencies in Chinese and English literatures respectively. Recent Chinese literatures focused on flipped classroom, teaching reform, online learning while engagement, assessment literacy, student perception were the focuses of English literatures in recent years. Conclusions The focus and trend of formative assessment research in China and abroad have many differences and our research direction is not clear enough. We should carry out more systematic planning of formative evaluation research and promote the healthy development of education, especially in medical education.
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