OECD国家教育评价发展的关键主题检视  

Review on Key Themes of OECD Countries' Evaluation and Assessment Development

作　　者：曾琳[1] ZENG Lin(School of Education, Liao Cheng University, Liao Cheng 35205)

机构地区：[1]聊城大学教育科学学院,山东聊城252059

出　　处：《比较教育研究》2017年第4期39-45,共7页International and Comparative Education

基　　金：山东省高等学校人文社会科学研究项目"中小学教师评价素养发展的校本支持研究--中美比较的视角"(项目编号:J14WH10)的阶段性研究成果

摘　　要：面对成员国教育评价体系缺乏内部统一、各构成要素之间缺乏协同合作的现状,OECD在大规模跨国调查和研究的基础上于2013年提出了新的教育评估和评价框架,它涵盖了课堂、学校、教育系统三个层面,由学生评价、教师评价、学校领导者评价、学校评估、教育制度评估和政策/项目评估5类评价构成。基于该诠释框架,构建完整、趋同、协同合作的评价体系,评价与学生学习目标保持一致,将学生置于评价中心,关注课堂教学实践的改进,发挥独立的专业评估机构的作用,提升评价素养,着力推进大数据的应用,将成为OECD国家教育评价发展优先考虑的关键主题。It is found that most OECD countries have formed an educational evaluation system that lacks the internal unity as a whole and lacks articulation among different components within the system. Facing with this dilemma, OECD put forward an Evaluation and Assessment Framework after a 5-year investigation and study, which aimed to direct and provide policy recommendations to all the member countries. The Framework involves student assessment, teacher appraisal, the appraisal of school leaders, school evaluation, and system evaluation. Based on this framework, it is believed that the following seven themes should be the priorities given by most OECD countries： constructing a comprehensive, consistent and synergistic framework; aligning with student learning goals; placing the student at the center; focusing on the improvement of classroom practices; emphasizing the role of independent evaluation agencies; enhancing assessment literacy; and promoting the application of Big Data.

关 键 词：经济合作与发展组织 教育评价 教育评估 评价框架 

分 类 号：G449.5[哲学宗教—心理学]