美国职前教师表现性评价项目述评  

A Review of American Educative Teacher Performance Assessment Program

作　　者：熊华军[1] 张倩玉 XIONG Hua-jun;ZHANG Qian-yu(School of Education,Northwest Normal University,Lanzhou Gansu 730070,China)

机构地区：[1]西北师范大学教育学院,甘肃兰州730070

出　　处：《教师发展研究》2020年第4期42-48,共7页Teacher Development Research

摘　　要：为更好地评价职前教师教学能力和加强对教师教育机构的问责,美国在2013年开始正式实施职前教师表现性评价(edTPA)项目。edTPA项目历经"酝酿—评估—第一次实测—第二次实测—确定"五个步骤得以制定,由目标、任务和评分规则三大内容构成,有机融合了"开发—实测—过渡—调整"四大实施过程,得到了充足财力、充分物力和充融人力三大配套保障,取得了一定的预期目标。面对存在的不足,仍需在第三方机构监管、考试杠杆作用发挥、指导教师积极参与这三个方面做进一步的改进。In order to better evaluate the teaching ability of educative teachers and strengthen the accountability of teacher education institutions,the United States began to implement the educative teacher performance assessment(edTPA)program in 2013.The edTPA program has gone through the five steps of“brewing,assessment,the first actual measurement,the second actual measurement and determination”,which consists of the three major contents of objectives,tasks and scoring rules,organically integrating the four major implementation processes of“development,actual measurement,transition and adjustment”.With the three supporting guarantees of sufficient financial resources,material resources and human resources,the edTPA program has achieved some expected goals.In the face of the existing shortcomings,further improvement should be made in the three aspects of the third-party supervision,the leverage of the examination and the active participation of the instructors.

关 键 词：美国 edTPA项目 职前教师 教学能力 教师教育问责 

分 类 号：G451.1[文化科学—教育学]