美国科罗拉多州增值性教师评价政策实践研究
Exploring the Implementation of Value-Added Teacher Evaluation Policy in Colorado
王烁 1李凯 2苏君阳3
作者信息
- 1. 南京审计大学心理健康教育教学部(江苏 南京 211815)
- 2. 曲阜师范大学教育学院(山东 曲阜 273165)
- 3. 北京师范大学教育学部(北京 100875)
- 折叠
摘要
增值模型注重衡量价值的增减,有助于提高评价的区分度和激励效果,已成为国际教师评价的主流趋势.然而,作为增值性教师评价模式改革的先行者,美国科罗拉多州在相关政策推行的过程中遭遇重重阻滞因素,包括评价标准复杂、教师利益受损、党派冲突博弈,导致政策执行的部分失效,推行阻力较大.为解决增值性教师评价的问题与弊端,科罗拉多州政府对增值性教师评价模型进行了调整,并实施了一系列改革措施.从科罗拉多州教师评价改革中吸取经验,在制定教师评价政策时要警惕唯数据的评价思维,注重简化教师评价方法和流程,增加第三方教育评价机构的专业化指导,在政策与评价标准制定中注重吸取学校的经验与意见.
Abstract
The value-added model emphasizes the measurement of value increments ordec-rements,enhancing the discriminability and motivational impact of evaluations,and has become the mainstream approach in international teacher assessment.However,as a forerunner in refor-ming value-added teacher evaluation models,Colorado in the United States encountered substan-tial obstacles in implementing associated policies.Challenges encompassed intricate evaluation criteria,compromised teacher interests,and partisan conflicts,resulting in partial policy ineffec-tiveness and considerable resistance to implementation.To remedy the deficiencies in value-add-ed teacher evaluations,the Colorado government adapted the model and implemented correspond-ing measures in practice.Drawing insights from the teacher evaluation reform in Colorado,it is essential to be vigilant against an over-reliance on data-driven evaluation thinking.There should be a focus on streamlining teacher evaluation methods and procedures,integrating specialized guidance from third-party educational evaluation institutions,and considering school experiences and viewpoints in formulating policies and evaluation standards.
关键词
增值评价/教师评价/科罗拉多州Key words
value-added evaluation/teacher evaluation/Colorado引用本文复制引用
出版年
2024
国家科技期刊平台
NSTL
万方数据