美国校长学习领导力综合测评:动因、指标及启示  

The Comprehensive Assessment of Leadership for Learning in the United States:Motivations,Indicators,and Enlightenment

作　　者：艾诗根 AI Shigen

机构地区：[1]重庆师范大学教育科学学院,重庆401331

出　　处：《教育测量与评价》2023年第3期13-22,共10页Educational Measurement and Evaluation

基　　金：重庆市教科规划重点课题“乡村中小学校长领导力发展研究”(K22YB205013)的阶段性研究成果。

摘　　要：近年来,教育领导力测评的重心逐步从重视领导者能力和特质的测评转向分布式领导实践测评,聚焦学校领导者如何影响学生学习成效、学业成就这一重要问题。美国校长学习领导力综合测评(CALL)调查工具以分布式领导理论为框架,在摄取过往教育领导力研究成果的基础上,构建了5个一级维度21个二级维度的校长学习领导力综合测评指标体系。该调查工具目前已成为美国基础教育学校校长多源评估、在线形成性测评与信息反馈的重要工具。这款调查工具启示我们在研发校长学习领导力测评工具时,需要聚焦分布式领导实践、重视测评数据的反馈和使用、突显研制的时代性需要和本土化的理论架构。In recent years,the focus of educational leadership assessment has gradually shifted from the assessment of leader competencies and attributes to the assessment of distributed leadership practice,focusing on the important issue of how school leaders affect students'learning outcomes and academic achievement.Based on the framework of distributed leadership theory and previous research outcomes of educational leadership,the comprehensive assessment of leadership for learning(CALL)survey constructs a comprehensive evaluation index system with 5 first-level dimensions and 21 second-level dimensions.CALL is now an important tool for multi-source assessment,online formative assessment,and feedback system for K12 school principles.This instrument has inspired us to focus on the distributed leadership practices,attach importance to the feedback and the use of assessment date,and highlight the contemporary needs and the localized theoretical frameworks when developing assessment tools for principals'learning leadership.

关 键 词：校长评价 学习领导力 测评体系 分布式领导 

分 类 号：G471.2[文化科学—教育学]