近年来，项目式学习一直是国际科学教育届的研究热点，我国2022年最新颁布的《义务教育化学课程标准（2022年版）》首次将项目式学习纳入义务教育阶段的课程要求与建议中，倡导“开展项目式学习，重视跨学科实践活动”。而在项目式学习实践推广中，不少教师对于学生参与项目式学习的学习效果存疑，不知应该如何评价项目式学习的效果。那么，时下处于教育热潮中的项目式学习究竟是否能够支撑学生达到课标的要求呢？如何针对项目式学习开展全面、有效的学业评价呢？这些一直以来都是项目式学习研究与实践推广的重要难题。值此背景，探索项目式学习的多元评价方式具有理论与实践价值。一方面，新课程理念对学生评价提出了改革要求，倡导对学生进行多元、全面的评价，另一方面，项目式学习作为一种以学生为中心的新兴学习方法，因其在真实问题情境中解决复杂问题的特点，被研究者们认为，对于学生认知、非认知等各个维度的发展均有一定的促进作用，显然也难以通过单一评价形式来达成评价学生多元发展的目的，需要采用多元评价方式来对学生进行全面、综合的评价。因此，本研究围绕初中化学项目式学习的多元评价展开研究，旨在建构初中化学项目式学习多元评价的一般性方法，为一线教师、研究者在实施项目教学时进行及时、多元的评价提供参考价值，同时通过实施评价获取参与项目式学习的学生的学业成就表现情况，为一线教师实施项目教学增长信心。

本研究基于对国内外学业质量及评价研究、项目式学习及评价研究的梳理，在已有文献基础上，结合《义务教育化学课程标准（2022年版）》，建立了初中化学课程学业质量内涵构成模型，在模型基础上，结合项目式学习特点，开发了初中化学项目式学习的多元评价框架，并针对项目式学习的纸笔测验、表现性评价、档案袋评价的一般性设计流程和策略进行了探讨与研究。

基于初中化学项目式学习多元评价的一般性框架和各类评价方式工具设计的一般性策略，本研究以初中化学“土壤改良——酸、碱、盐的性质与转化”项目为例，展开了具体项目的多元评价的实证研究，开发了“土壤改良”项目的多元评价工具，包括纸笔测验工具、表现性评价量表以及档案袋评价工具。首先，在对“土壤改良”项目进行文本分析的基础上，结合学业质量内涵构成模型，明确了本项目对应的学业质量内涵，在此基础上进一步确定了“土壤改良”项目的多元评价总目标；其次，依据评价目标及评价方式特点适配性，确定了不同评价目标所适用的评价方式；然后，在评价目标的指引下，结合不同评价方式的工具开发流程与策略，依照“土壤改良”项目的具体要求，分别开发了纸笔测验、表现性评价以及档案袋评价的具体工具；最后，选取了北京市海淀区的几所项目学校实施了多元评价。

在实施评价后，本研究回收了纸笔测验试卷、汇报展示课的课堂录像和学生汇报ppt、学生档案袋等资料，用以分析评价。对纸笔测验结果采取量化分析，对表现性评价采取量化和质性分析相结合的方式进行分析，对学生档案袋内容进行质性分析。基于不同的测评目的，本研究示例了两种不同目的的评价结果分析方法，针对以探索项目式学习的一般效果为目的的测评，其对象为参与项目式学习的学生群体，主要以纸笔测验和表现性评价的大样本量化分数来反映项目式学习学生群体的整体表现，而针对以评判参与项目式学习的学生个体学业成就表现为目的的测评，则可综合应用纸笔测验、表现性评价、档案袋评价结果，应用量化与质性相结合的方式进行更加具体、系统的分析。

从多元评价结果来看，学生经过“土壤改良”项目式学习后，在学科能力、核心素养等各个维度均取得了不同程度的发展，对于“土壤改良”项目的多元评价总目标，参与项目式学习的学生在大部分评价目标上表现良好，在“化学观念”下的评价目标达成情况最好，“科学思维”和“科学态度与责任”次之，而在“科学探究与实践”下的表现相对最差；此外，通过将项目试讲班、项目正式讲班和对比班学生学业成就表现进行比较研究发现，总体来说，参与项目式学习的学生在学业成就表现上不亚于常规教学学生，甚至在部分维度上表现更加优异，而项目正式讲班的学生相比试讲班学生在各个维度上均提升更多，初步反映出教师的项目教学经验、教学能力水平可能是影响学生学业成就表现的重要因素。对于学生个体来说，可以应用多元评价对其学业成就表现进行更加具体的描述，纸笔测验、表现性评价、档案袋评价可以互补、综合地反映出学生在此项目的真实表现。

综上，本研究围绕初中化学项目式学习的多元评价展开了研究，对项目式学习多元评价的设计、实施及结果分析进行了探索，希望本研究能为教师或研究者进行项目式学习的评价提供参考价值，并能解答部分一线教师关于项目教学对于学生发展效果的困惑，增强教师们实施项目教学的信心。

In recent years, Project-Based Learning has been a research hotspot in international science education sessions, and the newly promulgated "Chemistry Curriculum Standards for Compulsory Education (2022 Edition)" included Project-Based Learning into the curriculum requirements and recommendations for the first time in compulsory education, advocating "Project-Based Learning and emphasis on interdisciplinary practical activities". In the promotion of Project-Based Learning practices, many teachers have doubts about the effects of students' participation in Project-Based Learning and do not know how to evaluate the effects of Project-Based Learning. So, is Project-Based Learning in the current education boom able to support students to meet the requirements of the curriculum? How to conduct comprehensive and effective academic assessment of Project-Based Learning? These have always been important challenges for Project-Based Learning research and practice. In this context, it is of theoretical and practical value to explore the multiple evaluation methods of Project-Based Learning. On the one hand, the new curriculum concept has put forward reform requirements for academic evaluation, advocating multiple and comprehensive evaluation for students. On the other hand, Project-Based Learning, as an emerging student-centered learning method, is considered by researchers to have a certain contribution to students' cognitive and non-cognitive development in all dimensions, because of its characteristics of solving complex problems in real problem situations. Obviously, it is difficult to achieve the purpose of evaluating students' multiple development through a single form of evaluation. Thus, it is necessary to use multiple evaluation methods to evaluate students in a comprehensive and integrated manner. Therefore, this study focuses on the multiple evaluation of Project-Based Learning in junior high school chemistry curriculum, aiming to construct a general approach to multiple evaluation of Project-Based Learning in junior high school chemistry curriculum, to provide reference values for front-line teachers and researchers to conduct timely and multiple evaluation when implementing project-based teaching, and to obtain information about the academic performance of students involved in Project-Based Learning through the implementation of evaluation, so as to increase the confidence of front-line teachers in implementing project-based teaching.

Based on a review of domestic and international studies on academic evaluation, Project-Based Learning and evaluation, this study established a model of the connotation of academic quality composition of junior high school chemistry curriculum in conjunction with the Chemistry Curriculum Standards for Compulsory Education (2022 Edition).Based on the model, this study developed a multiple evaluation framework for Project-Based Learning in junior high school chemistry curriculum in conjunction with the characteristics of Project-Based Learning, and explored and studied the general design process and strategies for paper-and-pencil tests, performance-based assessments, and file-bag assessments of Project-Based Learning.

Based on the general framework of multiple evaluation for Project-Based Learning in junior high school chemistry and the general strategies for designing various evaluation tools, this study conducted an empirical study of multiple evaluation for a specific project, taking the junior high school chemistry project "Soil Improvement - Properties and Transformations of Acids, Bases and Salts" as an example, and developed multiple evaluation tools for the "Soil Improvement" project, including a paper-and-pencil test tool, a performance assessment scale, and a portfolio assessment tool. Firstly, based on the textual analysis of the "Soil Improvement" project, the connotation of academic quality for this project was clarified by combining the connotation model of academic quality. On this basis, the general objectives of the multiple evaluation of the "soil improvement" project were further determined. Secondly, based on the suitability of the evaluation objectives and evaluation methods, the evaluation methods applicable to different evaluation objectives were determined. Then, under the guidance of the evaluation objectives, in accordance with the specific requirements of the "Soil Improvement" project and the development process and strategies of different evaluation tools, the study developed specific tools for paper-and-pencil tests, expressive evaluations, and portfolio evaluations, respectively. Finally, several project schools in Haidian District, Beijing, were selected to implement the multiple evaluation.

After the implementation of the evaluation, the paper-and-pencil test papers, the classroom video of the debriefing demonstration class and the student debriefing PowerPoint, and the student profile bag were recovered for analysis and evaluation in this study. The results of the paper-and-pencil test were analyzed quantitatively, the performance evaluation was analyzed by a combination of quantitative and qualitative analysis, and the contents of the student portfolios were analyzed qualitatively. Based on the different purposes of evaluation, this study exemplified two methods of analyzing evaluation results for different purposes. For the purpose of exploring the general effects of Project-Based Learning, the evaluation was aimed at the group of students participating in Project-Based Learning, and a large sample of quantitative scores from paper-and-pencil tests and performance assessments were used to reflect the overall performance of a group of students. For the purpose of evaluating the academic performance of individual students participating in Project-Based Learning, the results of paper-and-pencil tests, performance assessments, and portfolios could be combined to provide a more specific and systematic analysis using a combination of quantitative and qualitative methods.

The results of the multiple evaluation showed that students have achieved different levels of development in all dimensions of subject competence and core literacy after the "Soil Improvement" project. Students who participated in the project performed well on most of the evaluation objectives of the "Soil Improvement" project, with the best performance on "Chemical Concepts", followed by "Scientific Thinking" and "Scientific Attitude and Responsibility", and the worst performance on "Scientific Investigation and Practice". In addition, a comparative study of the academic performance of students in the pilot, full project and comparison classes found that, in general, students who participated in Project-Based Learning performed as well as, and in some dimensions better than, students in regular classes. The students in the formal project lecture class improved more in all dimensions compared to the students in the trial class, which initially reflected that the teachers' project teaching experience and level of teaching ability may be important factors influencing students' academic performance. For individual students, multiple evaluation could be applied to provide a more specific description of their academic performance; paper-and-pencil tests, performance assessments, and portfolio assessments could be complementary and integrated to reflect the true performance of students in this program.

In summary, this study focused on the multiple evaluation of Project-Based Learning in junior high school chemistry curriculum, and explored the design, implementation, and result analysis methods of multiple evaluation of Project-Based Learning. It is hoped that this study will provide reference values for teachers or researchers in the evaluation of Project-Based Learning, and will provide answers to some front-line teachers' teachers' confusion about the effects of project-based teaching on students' development, and enhance teachers' confidence in implementing project-based teaching.