表现性评价何以甄别高质量的教师——以美国加州PACT模式为例

How can Performance Assessment Identify High-quality Teachers— Take the PACT Model of California as an Example

美国加州教师表现性评价(PACT)模式关注真实的课堂情境,基于多元表现性证据,注重教学实践反思,通过精通表现性评价的专业化评价人员,采取公正科学的表现性评价原则和标准来甄别高质量的、具有教学表现力的教师。该模式已经证实具有一定的优越性,但对于如何甄别高质量的教师仍存在理论和实践的争议,包括教师选拔的专业化和地方控制、边缘化和特权化、形成性和总结性等方面。基于PACT模式的优势和争议分析,对于如何重新构想我国高素质、专业化、创新型教师的遴选和甄别模式具有重要的参考价值,包括精准关切教师的过程性评价,完善教师甄别的制度衔接,预见可能的表现性评价的挑战等。

The performance assessment aims to identify teachers' professional ability and potential professionalism in real teaching situations,so as to improve teachers' teaching performance and teaching quality.Performance Assessment for California Teacher(PACT)model focus on the real classroom situation,bases on multiple performance evidence,and pays attention to the teaching practice reflection,through proficient performance assessment of professional evaluation,fair scientific performance assessment principles and standards,for how to identify high quality teaching teachers,has proved to have certain superiority.However,there are still theoretical and practical disputes about how to identify high-quality teachers,including the professionalization and local control,marginalization and privilege,formative and summative aspects in teacher identification.Based on the advantages and controversy analysis of the PACT model,it has important reference value for how to reimagine the identification and screening of high-quality,professional and innovative teachers in China,including accurately caring about the process evaluation of teachers,improving the system connection of teacher identification,and anticipating the challenges of possible performance evaluation.