以多破唯:构建职业教育评价新格局的路径探析  

Replacing“Five Ultimate Criteria for Educational Evaluation”with Diversified Evaluation-exploring the Pathway for a New Pattern of Vocational Education Evaluation

作　　者：任占营[1] Ren Zhanying

机构地区：[1]教育部职业教育与成人教育司综合改革处

出　　处：《高等工程教育研究》2022年第1期11-16,共6页Research in Higher Education of Engineering

摘　　要：当前,教育评价中的"五唯"问题,其根源在于"唯"形成的片面化、简单化、功利化导向。职业教育评价改革破"唯"的关键,是以"多维"结构性视角构建教育评价新格局。在价值导向上,关注多元主体的利益表达,促进不同办学职能的协同实现,综合发挥教育评价的多种功能;在策略选择上,注重梳理多元主体的不同职责,发展不同类型的评价方式;在结果应用上,减少"五唯"的杠杆撬动作用,以基准性评价、信息公开、长期性评价等方式,形成评价主客体之间交流互动的建构局面,回归评价促进教育发展的旨归。The problems associated with the“Five Ultimate Criteria for Educational Evaluation”have their roots in the one-sidedness,over-simplicity and utilitarian orientation in the formation of those“Ultimate Criteria”.Therefore,reform on vocational education evaluation should aim at breaking the current predicament resulting from the“Five Ultimate Criteria”by adopting the approach of“diversified evaluation”in order to construct a new pattern of educational evaluation from the perspective of multi-dimensional structure.In terms of values orientation,greater attention should be paid to the expression of interests by the diverse participants and evaluators in education in order to coordinate the realization of various functions for vocational education and to put into full play the multiple functions of educational evaluation.In terms of strategy selection,emphasis should be placed on delineating and clarifying the various responsibilities of various participants;also,different types and forms of evaluation should be developed.In terms of application of the evaluation results,the leverage of“Five Ultimate Criteria”should be reduced and construction for evaluation should be formed through communication and interactions between the evaluators and the evaluated via bench-marking based evaluation in order that evaluation could fulfill its original mission in promoting education development.

关 键 词：职业教育 教育评价 破“五唯” 多元评价 

分 类 号：G719.2[文化科学—职业技术教育学]