美国教师增值评价的实践经验及启示  

The Experience and Implications of Teacher Value-Added Evaluation in the United States

作　　者：王娟[1,2] 胡钦晓[1] WANG Juan;HU Qinxiao(Qufu Normal University,Qufu 273165,China;Liaocheng University,Liaocheng 252059,China)

机构地区：[1]曲阜师范大学,山东曲阜273165 [2]聊城大学,山东聊城252059

出　　处：《中国考试》2024年第2期83-91,共9页journal of China Examinations

基　　金：国家社会科学基金教育学一般课题“高校文化资本与高等教育发展及变革研究”(BIA200196)。

摘　　要：教师增值评价是21世纪以来各国教育界广受关注的热点话题。美国教师增值评价的兴起和发展是政府、社会、学校和技术等多方面因素共同作用的结果。教师增值评价具有评价理念的先进性、评价过程的公平性、评价内容的独特性、评价方法的复杂性四个显著特征,可以发挥教育质量的诊断器、专业发展的增值泵、良好教学的指挥棒、教育决策的调控器等多重功能。然而,美国教师增值评价在有效性、透明性和应用范围等方面也存在争议,甚至面临伦理问题及法律风险。美国教师增值评价的实践经验,对我国教育评价改革具有一定启示意义。建设多元主体参与、多元评价方式融合的一体化教师评价体系,是我国教师评价改革的可行之路。Teacher value-added evaluation has been a prominent topic in the field of education worldwide since the 21st century.The emergence and progression of teacher value-added evaluation in the United States can be attributed to the intricate interplay between government,society,schools,and technology.Teacher value-added evaluation encompasses four significant characteristics:an advanced evaluation concept,fairness in the evaluation process,distinctiveness in evaluating content,and complexity in employing evaluation methods.It serves multiple roles,such as a diagnostic tool for assessing educational quality,a catalyst for teachers'professional development,a standard for high-quality teaching practices,and a regulator for educational decision-making processes.However,teacher value-added evaluation in the United States remains contentious due to concerns regarding its effectiveness,transparency levels,and application scope;it also faces numerous ethical and legal risks.Drawing insights from practical experiences with teacher valueadded evaluations in the United States could provide valuable guidance for reforming educational evaluations in China.Constructing an integrated teacher evaluation system that involves multiple stakeholders and incorporates diverse assessment methods represents a viable approach towards transforming teacher evaluations within China.

关 键 词：教师评价 增值评价 教育评价改革 评价模型 

分 类 号：G405[文化科学—教育学原理]