美国国家教育进展评估对教师行为的影响及启示  

Influence of National Assessment of Educational Progress on Teachers’Behavior in the United States and Its Enlightenments

作　　者：李唯一 LI Weiyi(College of Education,Shanghai Normal University,Shanghai 200234)

机构地区：[1]上海师范大学教育学院,上海200234

出　　处：《上海教育评估研究》2022年第5期62-67,共6页Shanghai Journal of Educational Evaluation

摘　　要：文章介绍了美国大型教育质量监测——国家教育进展评估(NAEP)对教师行为的双重影响。研究发现NAEP在帮助教学改进、洞察学生水平、获取专家指导等层面对教师行为产生了积极影响,但也滋生了教师的应试教学观念,降低了其教学设计的灵活度。基于此,我国在开展义务教育质量监测中应注重搭建资源共享平台,促进教师对监测结果的应用;同时要警惕通过标准驱动问责,从而规避教师行为的功利化风险。This paper introduces the large-scale education quality monitoring in the United States-National Assessment of Educational Progress(NAEP).It is found that NAEP has a positive impact on teachers’behavior in helping improving teaching,having insights into students’level,and obtaining expert guidance,but it also results in teachers’exam-oriented teaching ideas and reducing the flexibility of their teaching design.Based on this,China should pay attention to building a resource sharing platform to promote the application of monitoring results by teachers in the quality monitoring of compulsory education.At the same time,we should be vigilant about promoting accountability through standards so as to avoid the utilitarian risk of teachers’behavior.

关 键 词：义务教育 NAEP 教育质量监测 教育问责 

分 类 号：G62[文化科学—教育学]