高考综合改革的政策评估框架及其应用  

The Construction and Application of Policy Evaluation Framework for the Comprehensive Reform of College Entrance Examination

作　　者：王新凤 WANG Xinfeng(Beijing Normal University,Beijing 100875,China)

机构地区：[1]北京师范大学中国教育政策研究院,北京100875

出　　处：《中国考试》2022年第9期15-21,共7页journal of China Examinations

基　　金：全国教育科学“十三五”规划2020年度国家一般课题“8省市高考综合改革实施的跟踪评估研究”(BIA200188)。

摘　　要：评估是政策过程的关键阶段,有效的高考改革政策评估框架既可以为评价改革成效、进行政策调整提供参照,也可以拓展公众认知。基于已有研究和高考评估活动实践经验,提出包含3阶段、4要素、5类评估主体的高考综合改革政策评估框架。高考评估活动涉及高中教学、考试招生、高校教学3个阶段,评估对象包含改革目标、改革措施、改革实施效果与保障条件4个要素,评估主体涉及教育管理者、高中教师、高校教师、学生及其家长5类利益相关群体。高考综合改革政策实施是一个系统性、发展性的过程,评估实践中应注意政策评估的整体性、跟踪评估的动态性、实施效果的溢出性及利益相关群体诉求的冲突性。Evaluation is a critical stage of the policy process.An effective policy evaluation framework for the college entrance examination reform can provide a reference for policy adjustment and broaden public cognition.Based on the policy evaluation of college entrance examination comprehensive reform,a policy evaluation framework including three stages,four elements and five subjects will be constructed.The evaluation activities of the college entrance examination have three stages:high school teaching,examination and enrollment,and college teaching.The evaluation objects comprise four elements:policy objectives,policy measures,policy effects and policy guarantee.The evaluation subjects involve five stakeholder groups:administrators,high school teachers,college teachers,students and their parents.The policy implementation of the college entrance examination reform is a systematic and continuous process,so we should also pay more attention to the integrity and dynamicity of the policy evaluation,unexpected effects of the policy and the conflict in the stakeholders’demands.

关 键 词：教育评价改革 教育政策评估 高考评估 高考综合改革 

分 类 号：G405[文化科学—教育学原理]