学校教育评价的困境与出路:工具的价值和价值的工具  

Predicament and Outlet of School Education Evaluation: Instrumental Values and Value-appraising Instrument

作　　者：楚红丽[1] 

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《煤炭高等教育》2015年第5期13-18,共6页Meitan Higher Education

摘　　要：现实中,我们大多为了激励而评价。激励需要分配利益,分配利益本来是教育评价的仆人,但却演变成了现实中的主人。出现此种评价困境的原因在于现有的奖惩评价工具不具有价值导向,而价值性的评价又缺乏可行的衡量工具。具体来说,奖惩评价工具过于偏重利益分配效率和工作任务完成的效率,过于重视可见资源和可见行为的评价,而不分析和挖掘更有价值性的工具开展评价(工具衡量的价值),缺少了评价工具的价值性。另一评价困境是在评价中偏向于价值性评价,但由于只做简单的价值判断而无视主体的主体性,又缺乏价值衡量的工具,导致价值性评价走向无意义的结局。因此,学校教育评价的出路在于:在奖惩工具评价中使用价值性的工具来规避利益的驱使,从人力资源管理式的奖惩评价模式转向以人为本的育人评价模式;在价值评价中要找到价值的有力衡量工具,从高大上的纯粹价值性评价转向无价值判断的反思评价模式。Evaluation in practice is primarily intended for incentives. Excitement calls for benefit allocation,which is supposed to be an encouragement yet has become the driving motive in reality. Such dilemma in evaluation results on one hand from the prejudice on efficiency of benefit allocation and efficiency of task completion,and over-emphasis on visible resources and visible action. On the other hand,over-play of one-sided value judgment may lead to meaningless results in the end. An outlet for school education evaluation lies in utilizing value-judging tools to avoid benefit obligation,and change from the reward and punishment mode often practiced in human resource management to the human-based cultivation mode; as well as finding effective value-appraising instruments and change from the high-end splendid pure value-oriented mode to the profound self-awareness mode without value judgment.

关 键 词：学校教育评价 工具的价值 价值的工具 

分 类 号：G647[文化科学—高等教育学]