国外教育评价模式演进及启示  

Evolution of Western Education Evaluation Models and its Enlightenment

作　　者：蔡晓良[1] 庄穆[1] 

机构地区：[1]福州大学马克思主义学院,福建福州350108

出　　处：《高教发展与评估》2013年第2期37-44,105-106,共8页Higher Education Development and Evaluation

基　　金：福建省社科规划项目"高校思想政治理论课教学质量评估的运行模式与指标体系研究"(2009B015);福建省社科联和社科规划合作项目"建构大学生思想理论教育测评体系研究"(2009B2058)

摘　　要：国外教育评价理论大致经历了依次相替的测量时代、描述时代、判断时代和建构时代,其中内涵丰富、自成体系的典型评价模式是行为目标模式、决策导向评价模式(CIPP模式)、应答模式和共同建构模式。这些教育评价模式对于我国教育评价模式的理论建构的启示在于:把促进人的发展作为首要评价原则,评价运行遵循必要的规范程序又保持相当的灵活性,从要素评价、过程评价和结果评价三个维度设计系统的评价指标体系。The western education evaluation theories experienced such stages as measurement era,descriptive era,judgment era,and construction era.Among foreign education evaluation models,behavior objective model,CIPP model,responsive model,co-construction model have rich connotation and establish their own system respectively.These education evaluation models give enlightenment for Chinese education evaluation : the promotion of human development should be the first principle;evaluation procedure should be operated loyally and flexibly;the indicator system should be designed from three dimensions including factor,process,and result.

关 键 词：西方教育评价 评价理论建构 评价模式 

分 类 号：G40-058.1[文化科学—教育学原理]