欧洲学校自我评估研究  

Research on School Self-evaluation in Europe

作　　者：李凌艳 苏怡 LI Lingyan;SU Yi(Collaborative Innovation Center of Assessment toward Basic Education Quality,Beijing Normal University,Beijing 100875)

机构地区：[1]北京师范大学中国基础教育质量监测协同创新中心,北京100875

出　　处：《比较教育研究》2022年第9期30-39,共10页International and Comparative Education

基　　金：国家社会科学基金2020年度一般项目“基于大数据循证的学校治理现代化研究”(项目编号:20BGL234)。

摘　　要：20世纪90年代以来,在教育治理权力下放的背景下,学校自我评估作为一种新的学校评估形式,能够更好地基于学校发展需求、指向持续改进,因而在欧洲教育系统的质量保障体系中占据了越来越重要的位置。近年来,欧盟及欧洲各国通过不同层面的倡议、政策规定等方式,积极支持学校自我评估推广。欧洲学校自我评估形成了“以学生发展为中心,关注学校教育全过程”的内容体系,在实施中表现出强调多方利益相关者参与、重视学校能力建设、突出评估结果在改进中的应用等特征。目前,欧洲学校自我评估进入机遇与挑战并存阶段,其未来发展须解决功能定位的落实、学校主体性的激发及方法手段的突破等几个关键问题。Since the 1990s,in the context of the decentralization of education governance,school self-evaluation,a new form of school evaluation based on the school’s own needs and to support schools’ sustained improvement,has occupied a critical position in the European education system,specifically the education quality assurance system.In recent years,the EU and European countries have actively supported the promotion of school self-evaluation through initiatives or regulations at the EU level,at the central top level and local level or other bodies.The frameworks and indicators of European school self-evaluation focus on student development and the whole process of schooling.In its implementation,school self-evaluation places emphasis on three aspects:stakeholder engagement,school capacity building,and the use of evaluation results in school improvement.At present,European school self-evaluation has entered a stage of both opportunities and challenges.For further development,several key problems need to be solved,such as the realization of its functions,the stimulation of school agency and the breakthrough of methods.

关 键 词：欧洲 学校自我评估 学校评估 学校改进 

分 类 号：G40-058-1[文化科学—教育学原理]