效能:学校现代化评价的工具理性标准

Efficiency: Instrumental Rational Standard of School Modernization Evaluation

在充分关注教育公平的时代还要不要关注效能?如果需要,那么构建什么样的学校效能标准及其评价指标,才既能将教育现代化的战略目标转化为学校现代化的愿景与规划,又能将学校决策转化为具体行动,进而转化为办学效能?借鉴国外学校效能研究及评价的成果和经验,直面我国学校效能研究及评价的具体问题,选择产出与产能并重的综合性评价模式,从学校内部效能和外部效能两个维度构建起学校效能标准及其评价指标体系框架。其中内部效能指向行政效能、主体效能、资源/技术效能三个方面,主要关注学校内部的组织状况和运作情况,以及师生、校长在学校中的发展状态和效果;外部效能指向社会效能,重点关注家长和社区对学校的协助力度以及认同程度。文章最后指出,要以增值幅度作为学校效能评价的"刚性量尺",激励学校追求办学实效;以学校适应性和文化适应性作为替代性指标以便更好地进行效能归因;以增值性评价来促进学校对每个学生的平等对待,以多元评价来鼓励学校对学生的差别对待,协力促进学校教育的内部公平。

The question under debate is whether to pursue efficiency when securing our focus on education equity.If the pursuit of efficiency is deemed necessary,then there are further concerns as to what standards and evaluation indicators should be included to transform the strategic goals of education modernization into the vision and planning of school modernization and to transform the school’s decision-making into concrete actions,which would ultimately help promote efficiency. Drawing on the achievements and experiences of school efficiency research and evaluation abroad,we reflect on the deficiencies in the practice at home and propose a comprehensive evaluation model with equal emphasis on output and capacity. This model constructs the school efficiency standard and evaluation index system framework from dimensions of internal and external efficiency.Internal efficiency consists of administrative efficiency,principal efficiency,and resource/technical efficiency. It mainly focuses on the school’s internal organization and operation,as well as the development and achievement of teachers,students,and principals.External efficiency points to social efficiency,with a focus on the degree of assistance and recognition from parents and communicates. Finally,it is pointed out that the value-added range should be used as the "rigid scale" of school efficiency evaluation to encourage schools to pursue the actual results of school operation. Meanwhile, school adaptability and cultural adaptability should be referred to as alternative indicators for better attribution of efficiency. The purpose is to promote equal and individualistic treatment of students with multiple evaluative measures and to make collaborative efforts towards internal equity in school education.