美国教师增值评价的进路、争论及其改进被引量：3

Value-added Evaluation of Teachers in the United States:Approaches,Debates and Improvements

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摘要 21世纪以来,美国教师增值评价先后经历了酝酿期、发展期和回归期3个发展阶段,呈现出曲折发展的态势。与此同时,研究人员围绕增值评价模型的科学性、有效性、公平性和透明性等议题展开了多维度的研究,为教师增值评价的政策转向和实践改进提供了思路:一是强调增值评价、课程观察与学生调查三者的整合,开展教师综合评价;二是从标准测试结果拓展至表现性评价结果,丰富学生成长的表征方式;三是从绩效问责转向专业发展,强调评价结果运用的专业取向。在探索本土化教师增值评价的过程中,增值评价的价值取向、指标体系、技术方法和结果运用应当成为重点关注的内容。

作者黄丹凤 Huang DanFeng

机构地区上海市教科院普通教育研究所

出处《上海教育科研》北大核心 2023年第6期77-83,共7页 Journal of Shanghai Educational Research

关键词美国教师增值评价发展阶段研究争论综合运用

分类号 G63 [文化科学—教育学]

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参考文献3

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