美国学校课程领域教师效能的增值模式及思考  

Value-Added Model and Thinking of Teacher Effectiveness in the Field of the American School Courses

作　　者：吴志华[1] 戴少霞[2] 

机构地区：[1]辽宁师范大学教师教育研究中心,辽宁大连116081 [2]辽宁师范大学学科教育研究中心,辽宁大连116081

出　　处：《外国教育研究》2014年第10期78-87,共10页Studies in Foreign Education

基　　金：教育部人文社会科学研究规划基金项目"高等职业教育实践课程效能评价的研究与实践"(项目编号:09YJA880062)

摘　　要：增值评价模型越来越受美国教育政策制定者的青睐。增值评价是一种"增长"或者"纵观"的评估模型,运用时需要关注教师的影响归因、影响以及数据丢失和成绩数据等问题。教育增值评估模型主要包括单波的增益分数模型、协变量校正模型、多波的多层模型、交叉分类模型、持久性模型和童年累计混合效应模型。这些模型都有最合适的条件环境,也都有其局限性,我们需要审慎地了解模型特点和效能评估系统效益。Value-added model is more and more popular with the United States education policy makers.Value-added model is a kind of ＂growing＂ and ＂longitudinal＂ evaluation model. When using value-added models, we need to focus on the factors of teachers, the factors of courses, and the problems such as loss of data and so on. The education value-added model mainly includes the single-wave gain score model, variable correction model, multiple wave cross classification model of multilayer model, persistence model, and the same year accumulation of mixed effect model. All of these models have their suitable conditions and also have their limitations. So we need to understand the characteristics of the models and the benefits of effectiveness evaluation system carefully.

关 键 词：美国 学校课程 教师效能 增值模型 

分 类 号：G571.2[文化科学—教育学]