参与模型:英国特殊教育需要学生评价的新进展  

The Engagement Model:New Development in Evaluation for Students With Special Educational Needs in the UK

作　　者：赵靖 曹漱芹[1] 金琦钦 ZHAO Jing;CAO Shuqin;JIN Qiqin(College of Child Development and Education,Zhejiang Normal University,Hangzhou 311231)

机构地区：[1]浙江师范大学儿童发展与教育学院,杭州311231

出　　处：《现代特殊教育》2024年第4期22-30,共9页Modern Special Education

基　　金：浙江省哲学社会科学规划青年重点课题“浙江残疾儿童‘卫星班’融合改革发展的机理、模式创新与路径优化研究”(24NDQN24Z)研究成果。

摘　　要：“参与模型”是英国面向处于国家课程标准之下,且未能参与特定学科学习的特殊教育需要学生而推出的新评价工具。该工具在横向上包括五个平行“参与指标”,在纵向上不设置等级与量化评分。“参与模型”的有效使用依赖于教师的定期观察与反思性教学。它注重学生的参与过程、横向进步、个性化需求及潜在的发展优势。借鉴“参与模型”的经验,特殊需要学生评价要求教育者改变传统的评价观念,聚焦学生参与;提升评价素养,强化实践反思;重塑评价功能,注重学生的过程性发展。“The Engagement Model”is a new assessment tool introduced in the United Kingdom for students with special educational needs who are under the National Curriculum standards but not able to participate in subject-specific learning.There are five“participation indicators”included in parallel horizontally by the tool;no levels or quantitative scores are established vertically.The effective use of the“The Engagement Model”depends on teachers’regular observation and reflective teaching.It focuses on the student’s participation process,horizontal progress,individual needs and potential development advantages.Drawing on the experience of“The Engagement Model”,the assessment of students with special needs requires educators to change the traditional concept of assessment and focus on student participation;enhance assessment literacy and practice reflection;and reshape the function of assessment and focus on the process development of students.

关 键 词：参与模型 学生评价 特殊教育需要学生 英国 

分 类 号：G769.561[文化科学—特殊教育学]