英格兰基础教育增值评价的实施与效用探究
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摘要
在学校效能理论演进、执政党教育政策转向、统计技术发展等因素的推动下,本世纪初英格兰开始在中小学阶段实施增值评价,评价的内容从单次成绩转向进步程度、评价的常模从全体学生转向水平相近的学生。十余年来,尽管评价采用的统计方法不断变革,甚至简化,但评价内容和评价常模这两个根本性的转向,以及完善的信息公开制度、督导制度的行政保障,使得英格兰基础教育增值评价表现出促进教育公平、提升教育质量、支撑教育主体发展等效用。
Promoted jointly by the theory of school effectiveness,governing party policies and statistical evolution,England has been carrying out the value-added evaluation in primary and secondary schools nearly since the beginning of the new century. The content of evaluation turned from the single attainment to the level of progress and the norm of evaluation shifted from all students to the students' cohort with similar prior attainment. Although the statistical methods applied changed diachronically and are relatively simple at present,the two fundamental changes pertaining to content and norm,the well-worked information publicity system and the executive authority from the inspection empower valueadded evaluation with the efficacy of promoting educational quality and equity,supporting the development of educational subjects.
Promoted jointly by the theory of school effectiveness,governing party policies and statistical evolution,England has been carrying out the value-added evaluation in primary and secondary schools nearly since the beginning of the new century. The content of evaluation turned from the single attainment to the level of progress and the norm of evaluation shifted from all students to the students' cohort with similar prior attainment. Although the statistical methods applied changed diachronically and are relatively simple at present,the two fundamental changes pertaining to content and norm,the well-worked information publicity system and the executive authority from the inspection empower valueadded evaluation with the efficacy of promoting educational quality and equity,supporting the development of educational subjects.
引文
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[2]Sammons,P.,Smees,R..Measuring Pupil Progress at Key Stage 1:Using Baseline Assessment to Investigate Value Added[J].School Leadership&Management,1998,18(3):389-407.
[3][18]Saunders,L..The use of'Value-Added'Measures in School Evaluation:A View from England[J].Prospects,2001,XXXI(4):489-502.
[4][23]Kelly,A.,Downey,C..Value-added measures for schools in England:Looking inside the"black box"of complex metrics[J].Educational Assessment,Evaluation and Accountability,2010,(22):181-198.
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[28]章建石.基于学生增值发展的教学质量评价与保障研究[M].北京:北京师范大学出版社,2014:56,74.
[29]Bosker,R.J..Book Reviews of Using Assessment for School Improvement[J].Assessment in Education,2000,7(2):275-279.
[30]梁歆,黄显华.学校改进理论和实践研究[M].上海:华东师范大学出版社,2010:5.
[31]Ofsted.The report of Her Majesty's Chief Inspector of Education,Children's Services and Skills2013/14-Schools[EB/OL].(2014-12-04)[2018-08-10].https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/384707/Ofsted_Annual_Report_201314_Schools.pdf.
[32]Hershberg,T..Value-added assessment:powerful diagnostics to improve instruction and promote student achievement[C].Women Administrators Conference 2004 Monograph,2005:1-18.
[33]Ray,A..School Value Added Measures in England:A paper for the OECD Project on the Development of Value-Added Models in Education Systems[R].London:Department for Education and Skills,2006:1.
[34]王璐.英国教育督导与评价:制度、理念与发展[M].北京:高等教育出版社,2010:117.
[35][美]迈克尔·阿普尔.文化政治与教育[M].阎光才,译.北京:教育科学出版社,2005:21.
[36]Gorard,S.,Hordosy,R.,Siddiqui,N..How unstable are'School Effects'assessed by a valueadded technique?[J].International Education Studies,2013,6(1):1-9.
[37]文军.大数据热中的冷思考[N].人民日报,2016-10-20(7).
[2]Sammons,P.,Smees,R..Measuring Pupil Progress at Key Stage 1:Using Baseline Assessment to Investigate Value Added[J].School Leadership&Management,1998,18(3):389-407.
[3][18]Saunders,L..The use of'Value-Added'Measures in School Evaluation:A View from England[J].Prospects,2001,XXXI(4):489-502.
[4][23]Kelly,A.,Downey,C..Value-added measures for schools in England:Looking inside the"black box"of complex metrics[J].Educational Assessment,Evaluation and Accountability,2010,(22):181-198.
[5][11]曹妍.英美问责机制下教育增值法的研究综述[M]//中国教育学会教育经济学分会.2010年中国教育经济学学术年会论文集.中国教育学会教育经济学分会,2010:5.
[6]任玉丹.英国学校增值性评价模式对推进我国教育公平的启示[J].教育探索,2011,(5):152-154.
[7]陈剑光,牛月蕾,徐丹,刘声涛.英国中小学教育增值评价改革及启示--基于兰开夏郡学校效能增值评价的实验研究[J].教育研究与实验,2013,(3):22-26.
[8][12]马晓强.增值评价:学校评价的新视角[M].北京:师范大学出版社,2012:45-46.
[9][美]莎兰·麦瑞尔姆.质化方法在教育研究中的应用[M].于泽元,译.重庆:重庆大学出版社,2008:80-84.
[13]李永生.学校效能建设[M].北京:教育科学出版社,2012:2.
[14]朱益明.教育质量的概念分析[J].比较教育研究,1996,(5):55-56.
[15]冯大鸣.西方六国政府学校关系变革[M].上海:上海教育出版社,2011:73.
[16]Department for Education,United Kingdom.National Pupil Database:Apply for a Data Extract[EB/OL].(2014-03-25)[2018-01-06].https://www.gov.uk/national-pupil-database-apply-for-a-data-extract.
[17]Miliband,D..Personalised Learning:Building a New Relationship with Schools[EB/OL].(2004-01-08)[2018-01-06].http://webarchive.nationalarchives.gov.uk/20130323080829/https://www.education.gov.uk/publications/eOrderingDownload/personalised-learning.pdf.
[19]Department for Education,United Kingdom.Families of Schools 2011:London Secondary Schools[EB/OL].(2011-07-08)[2017-12-13].https://www.gov.uk/government/publications/familiesof-schools-2011-london-secondary-schools.
[20]Timmermans,A.C.,Thomas,S.M..The impact of student composition on schools'value-added performance:a comparison of seven empirical studies[J].School Effectiveness&School Improvement,2015,26(3):487-498.
[21]Fitz-Gibbon,C.T..Multilevel modelling in an indicator system[M]//Raudenbush,S.and Willms,J.D..Schools,Classrooms,and Pupils:International Studies of Schooling from a Multilevel Perspective.Academic Press:London,1991:37-51.
[22]Manzi,J.,San,M.E.,Van,B.S..School system evaluation by value added analysis under endogeneity[J].Psychometrika,2014,79(1):130-153.
[24]Fitz-Gibbon,C.T..The value added national project final report:Feasibility studies for a national system of value-added indicators[R].London:School Curriculum and Assessment Authority,1997.
[25]Department for Education,United Kingdom,corp creator.Primary school accountability in2017:a technical guide for primary maintained schools,academies and free schools[EB/OL].(2017-01-29)[2018-01-10].https://www.gov.uk/government/publications/primary-school-accountability.
[26]Department for Education,United Kingdom.Secondary accountability measures in 2017:Guide for maintained secondary schools,academies and free schools[EB/OL].(2017-01-29)[2018-01-10].https://www.gov.uk/government/publications/progress-8-school-performance-measure.
[27]倪小敏.向有差异的平等迈进:英国基础教育公平政策发展研究[M].北京:中国社会科学出版社,2015:168,184.
[28]章建石.基于学生增值发展的教学质量评价与保障研究[M].北京:北京师范大学出版社,2014:56,74.
[29]Bosker,R.J..Book Reviews of Using Assessment for School Improvement[J].Assessment in Education,2000,7(2):275-279.
[30]梁歆,黄显华.学校改进理论和实践研究[M].上海:华东师范大学出版社,2010:5.
[31]Ofsted.The report of Her Majesty's Chief Inspector of Education,Children's Services and Skills2013/14-Schools[EB/OL].(2014-12-04)[2018-08-10].https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/384707/Ofsted_Annual_Report_201314_Schools.pdf.
[32]Hershberg,T..Value-added assessment:powerful diagnostics to improve instruction and promote student achievement[C].Women Administrators Conference 2004 Monograph,2005:1-18.
[33]Ray,A..School Value Added Measures in England:A paper for the OECD Project on the Development of Value-Added Models in Education Systems[R].London:Department for Education and Skills,2006:1.
[34]王璐.英国教育督导与评价:制度、理念与发展[M].北京:高等教育出版社,2010:117.
[35][美]迈克尔·阿普尔.文化政治与教育[M].阎光才,译.北京:教育科学出版社,2005:21.
[36]Gorard,S.,Hordosy,R.,Siddiqui,N..How unstable are'School Effects'assessed by a valueadded technique?[J].International Education Studies,2013,6(1):1-9.
[37]文军.大数据热中的冷思考[N].人民日报,2016-10-20(7).