由离散求耦合:教育结果评价与增值评价的分合取舍

On the Separation and Combination of Educational Outcome Evaluation and Value-added Evaluation

采用怎样的教育评价事关教育改革路向和发展成效。增值评价作为一种新兴的评价方式,本应携手结果评价,共同促进教育的变革和发展。但近来增值评价因深谙教育变革逻辑而备受学者青睐,不免将两类评价陷入非此即彼的离散对立状态,也衍生出教育评价中的决策困顿和实践工作的模棱两可。因而有必要进一步厘清教育评价的本质、价值取向及其功能限度,廓清结果评价与增值评价各自的扩展范围和外延边界。基于此,坚持“一分为三”的方法论至为重要,以确保教育评价在“达标”与“成长”导向中不至于迷失根本,在“选拔”和“改进”抉择中平衡二者的张力,在“节点”与“阶段”的游移徘徊中实现其动静结合。唯此,方可于离散对立的评价倾向中寻求耦合互补,归正教育评价的发展路向。

What kind of educational evaluation is adopted is related to the direction of educational reform and development effect. As an emerging evaluation method, value-added evaluation should work together with outcome evaluation to promote the reform and development of education. However, recently, value-added evaluation has been favored by scholars because of its deep understanding of the logic of educational reform, which inevitably leads to the discrete dichotomy between the two types of evaluation, and also leads to the difficulty of decision-making and ambiguity of practical work in educational evaluation. Therefore, it is necessary to further clarify the essence, value orientation and functional limit of educational evaluation, and to clarify the expansion scope and extension boundary of outcome evaluation and value-added evaluation respectively. Based on this, it is very important to adhere to the methodology of “dividing one into three”, so as to ensure that educational evaluation will not lose its roots in the orientation of “reaching the standard” and “growing up”, balance the tension between “selection” and “improvement”, and realize its combination of motion and static in the wandering of “node” and “stage”. Only in this way can we seek coupling and complementarity in the discrete and opposite evaluation tendency and correct the development direction of educational evaluation.