国际学业成就测评的发展动因、政策回应与积极影响  

International Educational Assessments:The Development Factors,Policy Response and Outcomes

作　　者：王正青[1] 唐晓玲[2] 

机构地区：[1]西南大学教育学部国际与比较教育研究所,重庆400715 [2]四川外语学院图书馆,重庆400031

出　　处：《比较教育研究》2013年第4期101-105,共5页International and Comparative Education

基　　金：全国教育科学"十二五"规划2011年度教育部青年专项课题"国际学业成就测评对参与国教育政策调整的影响研究"(课题批准号:EDA110333);中央高校基本科研业务费专项资金资助项目(SWU1109066)的研究成果

摘　　要：国际学业成就测评的兴起既源于借鉴他国教育经验以推动教育改革、保障全民平等享受高质量教育、完善本国教育质量监测体系等需要,也得益于国际和区域性教育组织的推动以及测评技术的日趋成熟等因素。虽然面临诸多批评,但国际学业成就测评对建立全球教育质量标准、揭示本国教育现状与国际地位、完善教育质量监测体系、搭建教师经验交流平台等方面仍产生了积极影响。The growth of international student assessments can be attributed to a series of needs including learning from other nations, ensuring equal and excellent education, improving educational monitoring system, as well as promotion of some international and regional education organizations and the advancement of assessing methods. Although confronting disputes,international student assessments have played important role in establishing global education standards,revealing educational condition and international ranking,improving educational monitoring system and creating communicating platform for teachers in the world.

关 键 词：国际学业成就测评 教育质量监测 国际教育组织 

分 类 号：G449.5[哲学宗教—心理学]