美国学校评价问责政策可操作性特征分析

Analysis of the Operationality Characteristics of American School Accountability Policy

国家层面的教育评价改革理念转化为地方实践,需要有可操作性的政策工具指导和支持评价实践者的行动。美国学校评价问责政策及其实践值得我们研究和借鉴。分析发现:1)美国学校评价问责政策以教育法案的公平和质量理念为目标层层分解,明确操作办法,在政策设计上坚持以统一标准和循证决策为基本原则,评价指标内容动静结合,评价对象细化界定,确保少数群体不被总体所淹没;2)实施方案设定分阶段任务表作为评价问责的依据,指标内涵和算法严谨具体,避免了背离理念或者虚化误解等问题;3)评价结果的使用有清晰的职责分工和流程规定。政策的可操作性促进了政策目标的实现,同时也因政策局限性而导致一些负面社会问题,如破坏师生、家校信任关系等。美国的经验对我国教育评价改革的启示是:在落实评价改革任务时要强化政策的可操作性,丰富政策目标和术语的定义说明,加强科研力量的支持。

Translating national-level reform ideas into local practice requires operational policy tools to guide and support the actions of evaluation practitioners. The US school accountability system and its practice are worthy of study and reference. The analysis has the following three findings. 1)The school accountability policy in the United States, which aims at realizing the fairness and quality concept of the education act,decomposes the operation methods in many ways. The policy design adheres to the basic principles of unified standards and evidence-based decision-making, combines the dynamic and static indicators, and refines the definition of evaluation objects to ensure that minorities are not inundated by the whole student cohort. 2)The implementation plan is detailed with a phased task table as the reference for evaluation and accountability.The connotation and algorithm of the index are rigorous and specific, so false action or misunderstanding can be avoided. 3)For the use of evaluation results, a clear division of responsibilities and process regulations was implemented. The operability of the policy promotes the realization of the policy objectives and leads to some negative social problems due to policy limitations. The experience and lessons of the United States suggest that we should strengthen the operability of policies, clarify the definitions of policy objectives and terms, and strengthen the research support when implementing the task of evaluation reform.