增值理念下的教育改进与教育评价——英美教育增值法的研究综述  

Educational Improvement and Evaluation under Value-Added Philosophy A Review of the Value-Added Method in the Accountability System

作　　者：曹妍[1] 芮潇潇[2] 

机构地区：[1]香港中文大学教育学院教育行政与政策系 [2]南京大学商学院,南京210093

出　　处：《比较教育研究》2013年第1期84-87,共4页International and Comparative Education

摘　　要：随着英美国家问责制的发展,教育增值作为一种教育理念不仅为教育改进开拓了新的思路,而且为教育研究提供了新的评价标准。文章依据教育增值理念在教育改进过程和评价过程的研究,将相关文献进行了归纳和梳理,一类是将增值理念运用于教育生产函数中分析教育与学生增值的内在关系;另一类则将增值作为问责制下的评价指标考察学校的效能。文章对相关研究分别进行了归纳和梳理,并对研究结果及其公平性和有效性进行了概括,最后则阐述了两者的区别与联系。Along with the practice of the Accountability System, the value-added measures of school effectiveness have received increasing attention. Given the purposes of Value-Added Assessment in educational improvement and educational evaluation, studies can be classified into two categories： one is emphasizing the philosophy between the value-added approach and students or schools in Educational Production Function, the other is considering the value-added measure as index of performance evaluation. Based on analyzing the previous articles about educational value-added assessment, results have been concluded. The validity and reliability of the measurement has been explored. And connection and distinction between these two categories are illustrated in the end.

关 键 词：教育增值 教育改进 教育评价 问责制 英国 美国 

分 类 号：G40-058.1[文化科学—教育学原理]