基础教育增值评价:内涵、价值与实证研究——以新时代中小学生阅读素养为例

Value-added Evaluation in Basic Education: Connotation, Value and Empirical Research——Taking the Reading Literacy of Primary and Secondary School Students in the New Era as an Example

探索增值评价是完善基础教育评价体系,推动新时代基础教育高质量发展的重要抓手。该研究首先阐述了基础教育增值评价的内涵:关注学生纵向发展进步、重视学生综合素质提升、强化各教育主体“净效应”区分及紧扣“学生发展”的评价落脚点。其次提出了增值评价对促进基础教育高质量发展的重要价值:创新评价理念、革新评价方式、优化评价环境。再次探讨了基础教育增值评价的实现路径:模型应用本土化、指标设计综合化、工具选择多元化、实践推广试点化。最后以中小学生阅读素养为例,剖析了增值评价对阅读素养内涵与价值的重构与引领,并在全国范围抽样采用实证研究方法,先对阅读素养增值现状进行差异比较,发现:(1)女生在阅读兴趣增值上更为突出,四年级学生的阅读素养增值幅度更大;(2)家庭社会经济文化地位越高,学生阅读素养的增值幅度越大;(3)设有阅读基金与地处西部的学校,其学生阅读素养增值更为显著;再运用分层多元回归模型,从个体、家庭、教师、学校四个层面对增值部分进行影响因素分析,提出针对性对策建议。

Exploring value-added evaluation is an important way to improve the evaluation system of basic education and promote the high-quality development of basic education in the new era. This study first expounds the connotation of the value-added evaluation of basic education: paying attention to the longitudinal development and progress of students, paying attention to the improvement of students’ comprehensive quality, strengthening the distinction of “net effect” of various educational subjects and closely following the evaluation foothold of “student development”. Secondly, it puts forward the important value of value-added evaluation to promote the high-quality development of basic education: reshaping the evaluation concept, innovating the evaluation methods, and optimizing the evaluation environment. Thirdly, it discusses the realization path of basic education value-added evaluation: localization of model application, synthesis of index design, diversification of tool selections, and pilot of practice promotion. Finally, taking the reading literacy of primary and secondary school students as examples, the paper analyzes the reconstruction and guidance of value-added evaluation for the connotation and value of reading literacy. The paper samples national wide and uses empirical research methods to compares the differences in value-added status of reading literacy, and finds that(1) females and fourth grade students increase more prominent in reading interest;(2) students from the families with higher levels of social economic status have greater increase in reading literacy;(3) students’ reading literacy increase more in schools with reading funds and located in the west. Then a hierarchical multiple regression model is used to analyze the factors affecting the value-added part from the perspectives of individuals, families,teachers and schools, and puts forward targeted countermeasures and suggestions.