教育评估中的情境效应分析--以高中英语课程标准评估为例  

Contextual Effects in the Educational Evaluation:The Case Study on the Evaluation of the High School English Curriculum

作　　者：陈芳[1] 

机构地区：[1]华东师范大学英语系讲师,上海200241

出　　处：《全球教育展望》2015年第5期58-68,共11页Global Education

摘　　要：本文以高中英语课程标准为例,通过高阶线性模型探讨了评估研究中的情境效应。本研究表明:学生英语能力是影响学生对于课标评价的最重要因素;而教师理解和实施课程标准的能力自评在多个方面与所在学校学生英语能力没有显著关系;作为课标载体的教材和学校管理层的重视等其他的校际差异对于课标的评价、理解和实施有不可忽视的影响。This study demonstrates the meaning and method of contextual effects analyses in educational evaluation. The evaluation of the high school English curriculum serves as a typical example. Hierarchical linear models reveal that students＇ English language proficiency is the leading factor that influences students＇ opinion of the curriculum. This is true both within and between schools. However, students＇ language proficiency is not statistically related to teachers＇ competency to understand and practice the curriculum. Other school-wide factors such as textbooks and administrative support can impact students＇ and teachers＇ evaluation of the national curriculum.

关 键 词：高中英语课程标准 评估 情境效应 情境效应模型 高阶线性模型 

分 类 号：G633.41[文化科学—教育学]