校本专业评估指标体系的矛盾与重构

Conflicts and Reconstruction of University-based Major Assessment Index System

校本评估研究起源于1982年国际经济合作和发展组织(OECD)一个名为"国际学校改进计划"的跨国研究项目。校本专业评估是学校评估的重要单项之一,其首先要解决的问题就是构建一个具有"校本"特色的科学合理的评估指标体系。目前高校专业评估指标体系内容繁杂,在某些方面与"校本评估"理念存在着矛盾,如过于强调统一性,忽视院校及专业的多样性;内容的全面性有余,但针对性不足;突出评估的终结性功能,弱化了形成性功能。校本专业评估指标体系构建须符合学校的人才培养定位与发展目标,以多类型指标体系为指导,突显形成性功能,以促进专业发展与改进。

The study of school-based assessment originated from the cross-border research projects of ＂International School Improvement Plan＂ in 1982, which launched by the International Organization for Economic Cooperation and Development （OECD）. Professional assessment of school-based assessment is one item of the university assessment, the first problem to system that has the characteristics of ＂school-based＂. content is detailed and complicated, in some ways be solved is to build a scientific and rational evaluation The current college professional assessment system of there is a contradiction between the ＂school-based assessment＂ concept and the system, such as too much emphasis on the unity, but ignoring the diversity of universities and professionals ; the comprehensiveness of the content is better than the pertinence ; highlight the finality function of the assessment, but weaken the formation function. The index system construction of school-based professional assessment should fit the orientation of school＇s personnel training and development objective, take many types of indicators as the guide;highlight the formative function, and promote the professional development and improvement.