新西兰师范生终极整合评价的构建与挑战

The Construction and Challenge of the Culminating Integrated Assessment for Initial Teachers in New Zealand

对师范生进行评价是衡量其教师准备情况和保障教师质量的重要手段。在优质师资不均衡、理论与实践的鸿沟加深及全面的毕业生成果缺位等因素的碰撞与激发下,新西兰教学委员会要求教师教育机构在师范生毕业前对其进行终极整合评价,以实现对师范生从教准备质量的全面化的整体纵观。终极整合评价以理论、实践、教师素养的整合为核心目标,以严格的行为表现标准为衡量尺度,以复杂性原则为强力支撑,以规范化的实施步骤为重要抓手,构建起终极整合评价的总体框架。终极整合评价聚焦师范生在复杂教学情境下的真实性表现,秉持循证评价理念,强调评价组织实施的灵活性。同时,终极整合评价也面临着严峻挑战,如设计具有一定的模糊性、实施缺乏相应支持等。

Evaluation of initial teachers is an important means to measure their teacher preparation and en⁃sure the quality of teachers.Under the collision and inspiration of factors such as the imbalance of high-quality teachers,the deepening gap between theory and practice,and the absence of comprehensive graduate achieve⁃ments,the Teaching Council of New Zealand requires teacher education institutions to carry out the culminating integrated assessment(CIA)for initial teachers before graduation,so as to achieve a comprehensive view of the quality of initial teachers’teaching preparation.On the whole,the culminating integrated assessment takes the integration of theory and practice and teacher quality as the core goal,strict behavioral performance standards as the measurement scale,the complexity principle as the strong support,and standardized implementation steps as the important starting point to form the overall framework of the culminating integrated assessment.The culminating integrated assessment reflects the value orientation of focusing on the authenticity of initial teachers in complex teaching situations,adhering to the concept of evidence-based evaluation,and emphasizing the flexi⁃bility of evaluation organization and implementation.At the same time,the culminating integrated assessment al⁃so faces the severe challenges of vagueness in design and lack of corresponding support in implementation.