论教育评价专业化  

On the Professionalization of Educational Evaluation

作　　者：李雁冰[1,2] 

机构地区：[1]华东师范大学课程与教学研究所 [2]<全球教育展望>

出　　处：《教育研究》2013年第10期121-126,共6页Educational Research

基　　金：上海市哲学社会科学规划课题"学生综合素质评价科学化及其纳入中考与高考的可行性研究"(课题批准号:2009BJY006)的研究成果

摘　　要：教育评价专业化既是一个专门研究领域,又是一种专业实践,具有专业性、科学性和公正性等特点。西方自20世纪初以来,教育评价专业化经历了四个阶段,并诞生了四代不同的评价。借鉴国外先进的教育评价理论与实践,建成素质教育评价体系是我国当前迫在眉睫的教育改革目标。这意味着我国教育评价要克服行政化,走向专业化。为此,需要恢复每一所学校的教育评价自主权,将教育评价变成一个专门研究领域,培植纯民间性质的教育评价专门机构。只有当教育外部评价走向专业化,学校拥有了教育评价自主权,教育评价在学术上成为专门研究领域,社会上诞生了一大批具有纯民间性质的教育评价专门机构,我国教育评价才能真正走上专业化。The professionalization of educational evaluation is not only a specific research field, but also a kind ot professional practice, which has the characteristics of professionalism, scientificity and fairness. From the early 20th century on, the professionalization of educational evaluation has experienced four stages, and four generations of evaluation have come into being in the western world. Drawing lessons from the advanced theories and practices of educational evaluation from foreign countries, and building up the evaluation system of quality-oriented education are the imminent objectives of Chinese educational reform, which means that we should overcome the administrative orientation and realize the professionalization of educational evaluation in China. Therefore, we should recover the autonomy of educational evaluation in every school, make educational evaluation as a specific research field, and cultivate non-governmental professional organizations of educational evaluation. Only when the external evaluation of education turns to professionalization, lots of schools have the autonomy of educational evaluation, educational evaluation becomes a specific research field, and a large number of non-governmental professional organizations of educational evaluation emerge in society, can the professionalization of educational evaluation be truly realized in China, and the evaluation system of quality-oriented education be finally built up.

关 键 词：教育评价专业化 素质教育评价体系 评价自主权 

分 类 号：G40-058.1[文化科学—教育学原理]