英格兰基础教育增值评价的发展与经验
The Development and Experience of the Basic Education Value-added Evaluation in England
王亚玲 1李勉2
作者信息
- 1. 北京外国语大学 国际教育学院,北京 100089
- 2. 北京师范大学 中国基础教育质量监测协同创新中心,北京 100875
- 折叠
摘要
增值评价作为衡量学校效能更为公平合理的方法,已被多个国家用于深化基础教育改革.英格兰在基础教育增值评价上积累了二十余年的理论与实践经验,先后经历了简单增值评价、背景性增值评价、预期进步评价和进步评价四个发展阶段.英格兰增值评价的主要特点包括:坚持评价初衷,把握技术理性;关注核心要义,变化比较对象;取舍复杂算法,平衡社会效益;强化教育问责,督促学校改进.我国增值评价的开展可借鉴英格兰的经验,在国家层面做好增值评价实施的统筹规划,鼓励地方组织试点;基于区域教育质量监测积累增值数据,逐步建立符合中国实际的增值数据系统;确保增值评价技术方法的科学性,同时兼顾现实可操作性;强化增值评价的诊断功能,做好面向学校、教师、家长等群体的宣传普及和培训工作.
Abstract
As a fairer and more reasonable method to measure school effectiveness,value-added e-valuation has been adopted by many countries to advance reforms in basic education.England has accu-mulated over 20 years of theoretical and practical experience in value-added evaluation,progressing through four stages:Simple Value-Added,Contextual Value-Added,Expected Progress,and Pro-gress.The main characteristics of England's value-added evaluation include:adhering to the original evaluative intent while maintaining technical rationality,focusing on key principles and adjusting com-parison groups,balancing complex algorithms with social benefits,and strengthening educational ac-countability to drive school improvement.China can learn from England's experience by developing a comprehensive national plan for implementing value-added evaluation,encouraging local pilot projects,and building a value-added data system based on regional education quality monitoring that aligns with China's specific context.It is also crucial to ensure that value-added evaluation methods are scientifical-ly sound and practically feasible,emphasizing their diagnostic function while promoting awareness and providing training for schools,teachers,parents,and other stakeholders.
关键词
增值评价/基础教育/学校效能/英格兰Key words
value added/basic education/school effectiveness/England引用本文复制引用
出版年
2024
NETL
NSTL
万方数据