教育增值评估的理论与实践研究
|
摘要
语文学习受到学校管理因素、环境因素、学生背景以及师资水平等多个方面的影响。传统的教育评价忽视了这些影响因素的作用,仅以学生的一次考试成绩作为评价依据来评价学校效能的高低,不能体现评价中科学合理、客观公正的原则,不能作出教育诊断,不能调动学校和教师的积极性。学校效能研究的兴起为教育评价的改革指出了一条发展之路。教育增值评估作为学校效能评价的一种方法是目前为止较为科学合理的一种评价方法。该方法借助于统计中的多层线性模型,考虑到学生学习多个方面的影响因素,在控制这些影响因素的基础上考察学校和教师对于学生学习的增值效果。本研究以上饶市三十所高级中学的语文学科作为样本进行学校效能的教育增值评估,从中得出以下结论:(1)多层线性模型是较为有效的教育增值评估模型。(2)原始分与增值分的评价结果有显著差异。(3)学生的中考语文成绩、学习能力水平以及学生的性别对于高中语文增值有显著影响。(4)学校的平均入学成绩、学校的类别、学校的规模等对于高中语文增值有显著影响。
Chinese learning is influenced by school management, environment, background of students, competence of teachers and so on, which, however, are ignored in the traditional educational assessment where school performance is explicitly evaluated in terms of students’scores in the university entrance examination. Obviously, a reasonable and objective principle can not be applied in this way, neither can educational diagnosing stand. In the meanwhile, School performance effects study has been gaining some increasing popularity and pointing out a new way for the reformation of educational evaluation. As one of the methods of assessing school performance, value-added assessment is accepted better than any of the others so far as its reasonability is concerned. In such a way, in view of student’s multi-level covariates in the course of learning, Hierarchical Linear Models (HLM) have been used for value-added analysis. In this research, with the sample data gathered from 30 senior high schools in Shangrao city, school effectiveness is measured on the basis of students’gains, implicitly controlling for some background factors that influence initial levels of achievement. As a result, a conclusion will be reached: 1) HLM is a better accepted model for educational assessment. 2) The result of value-added measures is quite different from that of students’scores from the current year. 3) It should be noted that students’gender, previous score and ability can remarkably influence Chinese value-added measures.4) Students’average score in the entrance examination for high school education, the category and size of their school can also give an important impact on Chinese value-added measures.
Chinese learning is influenced by school management, environment, background of students, competence of teachers and so on, which, however, are ignored in the traditional educational assessment where school performance is explicitly evaluated in terms of students’scores in the university entrance examination. Obviously, a reasonable and objective principle can not be applied in this way, neither can educational diagnosing stand. In the meanwhile, School performance effects study has been gaining some increasing popularity and pointing out a new way for the reformation of educational evaluation. As one of the methods of assessing school performance, value-added assessment is accepted better than any of the others so far as its reasonability is concerned. In such a way, in view of student’s multi-level covariates in the course of learning, Hierarchical Linear Models (HLM) have been used for value-added analysis. In this research, with the sample data gathered from 30 senior high schools in Shangrao city, school effectiveness is measured on the basis of students’gains, implicitly controlling for some background factors that influence initial levels of achievement. As a result, a conclusion will be reached: 1) HLM is a better accepted model for educational assessment. 2) The result of value-added measures is quite different from that of students’scores from the current year. 3) It should be noted that students’gender, previous score and ability can remarkably influence Chinese value-added measures.4) Students’average score in the entrance examination for high school education, the category and size of their school can also give an important impact on Chinese value-added measures.
引文
①温家宝,2007年全国两会回顾.http://learning.sohu.com/s2007/lhhuigu/
①Carmen D.Tekwe . (2004). An Empirical Comparison of Statistical Models for Value-Added Assessment of School Performance. Journal of Educational and Behavioral Statistics Spring 2004,Vol.29,No.1,pp.11–36
②马晓强.“科尔曼报告”述评——兼论对我国解决“上学难、上学贵”问题的启示[J].教育研究,2006(6)
③Barbara Elizabeth Stewart.Value Added Modeling:The Challenge of Measuring Educational Outcomes. 2006 Carnegie Challenge
①张丽娟.增值评估:一种发展性的学校评估模式.天津电大学报,2006(12)
②Barbara Elizabeth Stewart.Value Added Modeling:The Challenge of Measuring Educational Outcomes. 2006 Carnegie Challenge
①(1992)Editorial:Statistical Information and the Measurement of Educational Outcomes.Royal Statiscal Society
①任春荣.增值测量法在学校效能评价中的应用及其现实意义[J]http://www.cnier.ac.cn/snxx/juece/snxx_20060616123906_805.html
②孙绵涛,洪哲.学校效能初探[J].教育与经济,1994(3)
①陈丰伟.国外学校效能研究述评[J].比较教育,2003(10)
②张煜.学校效能评价--一种对学校进行综合评价与质量监控的理论与方法[J].中小学管理,1997.07
③任春荣.增值测量法—公平利用考试成绩评价学校效能的科学途径[J].考试研究,2007(4)
①The Tennessee Value-Added Assessment System .http://www.shearonforschools.com/TVAAS. html
①刘本固.教育评价的理论与实践[M].杭州:浙江教育出版社,2000.1.P199
①Stephen W.Raudenbush,Anthony S.Bryk(2002).Hierarchical Linear Models:Applica?tions and Data Analysis Methods(Second Edition).P98.(中译本,北京:社会科学文献出版社,2007.7.郭志刚等译.)
①Thomas,S.(2001).Dimensions of Secondary School Effectiveness:Comparative Analyses Across Regions.School Effectiveness and School Improvement 12(3):285-322.
①The Tennessee Value-Added Assessment System .http://www.shearonforschools.com/TVAAS. html
①Anne Ansdtasi,Susana Urbina(1997).Psychological Testing .(中译本.杭州:浙江教育出版社,2001.8,缪小春等译.)
②李茂.增值评估法:教学责任制的革命[J].江西教育,2005(5)
①李茂.增值评估法:教学责任制的革命[J].江西教育,2005(5)
[1]蔡永红.美国学校效能研究的回顾与反思[J].比较教育研究,2005(11)
[2]陈丰伟.国外学校效能研究述评[J].比较教育,2003(10)
[3]陈珏.我国教育评价存在的问题[J].安顺师范高等专科学校学报, 2005(1)
[4]程爱华.英国教师评价制度给我们的现实启示[J].山东教育科研,2001(10)
[5]程书肖.教育评价方法技术[M].北京:北京师范大学出版社,2003,12.
[6]戴海琦.试论我国社会考试的发展与完善[J].江西师范大学学报,1997(4)
[7]戴海琦,陈钦勇.多层线性模型原理及其在大学英语学习影响因素分析中的应用[J].全国教育科学十五规划重点项目(DBB0501)研究成果之一
[8]戴海琦,王家美.几种教育增值评估模型的比较研究[J].全国教育与心理测量学术年会暨第八届海峡两岸心理与教育测验学术研讨会论文集,2008
[9]戴海琦,张锋,陈雪枫.心理与教育测量[M].广州:暨南大学出版社,2002.12
[10]邓亚平.从现代教育评价理论看高考[J].教学与管理,2004(2)
[11]谷珊.学校效能评价[D]:[硕士学位论文].天津师范大学教育学院,2007
[12]蒋文树.增值评价:教育评价的新视角——兼及小语教学质量的评价[J].江苏教育,2000(5)
[13]乐毅.学校评估研究[D]:[博士学位论文].东北师范大学教育科学学院,2005
[14]刘本固.教育评价的理论与实践[M].杭州:浙江教育出版社,2000.1
[15]李茂.增值评估法:教学责任制的革命[J].江西教育,2005(5)
[16]李宗慧.中美教师评价制度比较研究工作[J].四川警官高等专科学校学报, 2005(2)
[17]刘红云,张雷.追踪数据分析方法及其应用[M].北京:教育科学出版社,2005.5
[18]马晓强.尝试以学校增值评价推进教育公平[N].中国教育报,2006-11-25(3)
[19]马晓强.《科尔曼报告》40年述评[EB/OL]. http://blog.edu.cn/user4/272045/archives/2008/2046393.shtml
[20]马晓强,彭文蓉,[英]萨丽·托马斯.学校效能的增值评价——对河北省保定市普通高中学校的实证研究[J].教育研究, 2006(10)
[21][美]德外特·艾伦理,小罗伊·尼古拉斯,罗伯特·布林顿.任中棠译.2+2教师评估法[J].洛阳师专学报,1999(2)
[22]潘玉进.教育与心理统计――SPSS应用[M].杭州:浙江大学出版社,2006.2
[23]任春荣.增值测量法—公平利用考试成绩评价学校效能的科学途径[J].中国考试, 2007(4)
[24]任春荣.教育公平视野下的学校效能评价[J].教育导刊,2007(9)
[25]萨丽·托马斯.运用”增值”评量指标评估学校表现[J].教育研究,2005(5)
[26]邵瑞珍.教育心理学[M].上海:上海教育出版社,1997.6
[27]汤林春.学校效能评价研究[D] :[博士学位论文].华东师范大学教育管理学院,2005
[28]王汉澜.教育评价学[M].开封:河南大学出版社,1995.11
[29]王少华.美国教育中增值性评价的应用及借鉴意义[J].世界教育信息,2008.1
[30]温恒福.学校效能的基本理论探究[J].教育研究,2007(2)
[31]许建钺,赵世诚,杜智敏,郑晓齐.简明国际教育百科全书·教育测量与评价[M].北京:教育科学出版社,1992.5
[32]张雷,雷雳,郭伯良.多层线性模型应用[M].北京:教育科学出版社,2003.1
[33]Aitkin, M., & Longford, N. (1986), Statistical modeling in school effectiveness studies.Journal of the Royal Statistical Society, A, 149, 1–43.
[34]Anne Ansdtasi,Susana Urbina.Psychological Testing. (1997) (缪小春等译.杭州:浙江教育出版社,2001.8)
[35]A Nation at Risk:The Imperative for Educational Reform
[36]Barbara Elizabeth Stewart.Value Added Modeling:The Challenge of Measuring Educational Outcomes. 2006 Carnegie Challenge
[37]Bock, R.D., Wolfe, R. & Fisher, T. (1996). A review and analysis of the Tennessee Value-Added Assessment System. Nashville, TN: Comptroller of the Treasury[EB/OL].www.comptroller.state. tn.us/orea/reportstvaasp1.Pdf
[38]Carmen D. Tekwe.(2004).An Empirical Comparison of Statistical Models for Value-Added Assessment of School Performance. Journal of Education and Behavioral Statistics,29(1),11-36
[39](1992)Editorial:Statistiavl Information and the Measurement of Educational Outcomes.Royal Statiscal Society
[40]Howard Wainer.(2004).Introduction to a Special Issue of the Journal of Educational and Behavioral Statistics .Journal of Education and Behavioral Statistics,29(1),1-3
[41]Lisa Andrejko. (2004).Value-Added Assessment:A View from a Practitioner. Journal of Education and Behavioral Statistics,29(1),7-9
[42]Lockwood, J.R., Louis, T. & McCaffrey, D. (2002). Uncertainty in rank estimation:implications for value-added modeling accountability systems. Journal of Educational and Behavioral Statistics, 27(3), 255-70.
[43]Mark D. Reckase (2004).The Real World is More Complicated than We Would Like. Journal of Educational and Behavioral Statistics Spring 2004, Vol. 29, No. 1, pp. 117–120
[44]McCartney, P. (2004). The Pennsylvania Value-Added Assessment System (PVAAS):A Tool for Educators to Improve Instruction. Insight, 24 (3), 6-7.
[45]Raudenbush, S. W., & Bryk, A. S. (1988). Methodological advances in analyzing the effects of schools and classrooms on student learning. Review of Research in Educa-tion, 15, 469. [ 46 ] Sanders, W . (1998) . Value-added assessment . School Administrator, 11(3), 24-27.
[47]Stephen W.Raudenbush,Anthony S.Bryk.Hierarchical Linear Models:Applica?tions and Data Analysis Methods(Second Edition)(2002).P98.(郭志刚等译.北京:社会科学文献出版社,2007.7)
[48]The Tennessee Value-Added Assessment System[EB/OL]. http:// www.shearonforschools.com/TVAAS.html
①Carmen D.Tekwe . (2004). An Empirical Comparison of Statistical Models for Value-Added Assessment of School Performance. Journal of Educational and Behavioral Statistics Spring 2004,Vol.29,No.1,pp.11–36
②马晓强.“科尔曼报告”述评——兼论对我国解决“上学难、上学贵”问题的启示[J].教育研究,2006(6)
③Barbara Elizabeth Stewart.Value Added Modeling:The Challenge of Measuring Educational Outcomes. 2006 Carnegie Challenge
①张丽娟.增值评估:一种发展性的学校评估模式.天津电大学报,2006(12)
②Barbara Elizabeth Stewart.Value Added Modeling:The Challenge of Measuring Educational Outcomes. 2006 Carnegie Challenge
①(1992)Editorial:Statistical Information and the Measurement of Educational Outcomes.Royal Statiscal Society
①任春荣.增值测量法在学校效能评价中的应用及其现实意义[J]http://www.cnier.ac.cn/snxx/juece/snxx_20060616123906_805.html
②孙绵涛,洪哲.学校效能初探[J].教育与经济,1994(3)
①陈丰伟.国外学校效能研究述评[J].比较教育,2003(10)
②张煜.学校效能评价--一种对学校进行综合评价与质量监控的理论与方法[J].中小学管理,1997.07
③任春荣.增值测量法—公平利用考试成绩评价学校效能的科学途径[J].考试研究,2007(4)
①The Tennessee Value-Added Assessment System .http://www.shearonforschools.com/TVAAS. html
①刘本固.教育评价的理论与实践[M].杭州:浙江教育出版社,2000.1.P199
①Stephen W.Raudenbush,Anthony S.Bryk(2002).Hierarchical Linear Models:Applica?tions and Data Analysis Methods(Second Edition).P98.(中译本,北京:社会科学文献出版社,2007.7.郭志刚等译.)
①Thomas,S.(2001).Dimensions of Secondary School Effectiveness:Comparative Analyses Across Regions.School Effectiveness and School Improvement 12(3):285-322.
①The Tennessee Value-Added Assessment System .http://www.shearonforschools.com/TVAAS. html
①Anne Ansdtasi,Susana Urbina(1997).Psychological Testing .(中译本.杭州:浙江教育出版社,2001.8,缪小春等译.)
②李茂.增值评估法:教学责任制的革命[J].江西教育,2005(5)
①李茂.增值评估法:教学责任制的革命[J].江西教育,2005(5)
[1]蔡永红.美国学校效能研究的回顾与反思[J].比较教育研究,2005(11)
[2]陈丰伟.国外学校效能研究述评[J].比较教育,2003(10)
[3]陈珏.我国教育评价存在的问题[J].安顺师范高等专科学校学报, 2005(1)
[4]程爱华.英国教师评价制度给我们的现实启示[J].山东教育科研,2001(10)
[5]程书肖.教育评价方法技术[M].北京:北京师范大学出版社,2003,12.
[6]戴海琦.试论我国社会考试的发展与完善[J].江西师范大学学报,1997(4)
[7]戴海琦,陈钦勇.多层线性模型原理及其在大学英语学习影响因素分析中的应用[J].全国教育科学十五规划重点项目(DBB0501)研究成果之一
[8]戴海琦,王家美.几种教育增值评估模型的比较研究[J].全国教育与心理测量学术年会暨第八届海峡两岸心理与教育测验学术研讨会论文集,2008
[9]戴海琦,张锋,陈雪枫.心理与教育测量[M].广州:暨南大学出版社,2002.12
[10]邓亚平.从现代教育评价理论看高考[J].教学与管理,2004(2)
[11]谷珊.学校效能评价[D]:[硕士学位论文].天津师范大学教育学院,2007
[12]蒋文树.增值评价:教育评价的新视角——兼及小语教学质量的评价[J].江苏教育,2000(5)
[13]乐毅.学校评估研究[D]:[博士学位论文].东北师范大学教育科学学院,2005
[14]刘本固.教育评价的理论与实践[M].杭州:浙江教育出版社,2000.1
[15]李茂.增值评估法:教学责任制的革命[J].江西教育,2005(5)
[16]李宗慧.中美教师评价制度比较研究工作[J].四川警官高等专科学校学报, 2005(2)
[17]刘红云,张雷.追踪数据分析方法及其应用[M].北京:教育科学出版社,2005.5
[18]马晓强.尝试以学校增值评价推进教育公平[N].中国教育报,2006-11-25(3)
[19]马晓强.《科尔曼报告》40年述评[EB/OL]. http://blog.edu.cn/user4/272045/archives/2008/2046393.shtml
[20]马晓强,彭文蓉,[英]萨丽·托马斯.学校效能的增值评价——对河北省保定市普通高中学校的实证研究[J].教育研究, 2006(10)
[21][美]德外特·艾伦理,小罗伊·尼古拉斯,罗伯特·布林顿.任中棠译.2+2教师评估法[J].洛阳师专学报,1999(2)
[22]潘玉进.教育与心理统计――SPSS应用[M].杭州:浙江大学出版社,2006.2
[23]任春荣.增值测量法—公平利用考试成绩评价学校效能的科学途径[J].中国考试, 2007(4)
[24]任春荣.教育公平视野下的学校效能评价[J].教育导刊,2007(9)
[25]萨丽·托马斯.运用”增值”评量指标评估学校表现[J].教育研究,2005(5)
[26]邵瑞珍.教育心理学[M].上海:上海教育出版社,1997.6
[27]汤林春.学校效能评价研究[D] :[博士学位论文].华东师范大学教育管理学院,2005
[28]王汉澜.教育评价学[M].开封:河南大学出版社,1995.11
[29]王少华.美国教育中增值性评价的应用及借鉴意义[J].世界教育信息,2008.1
[30]温恒福.学校效能的基本理论探究[J].教育研究,2007(2)
[31]许建钺,赵世诚,杜智敏,郑晓齐.简明国际教育百科全书·教育测量与评价[M].北京:教育科学出版社,1992.5
[32]张雷,雷雳,郭伯良.多层线性模型应用[M].北京:教育科学出版社,2003.1
[33]Aitkin, M., & Longford, N. (1986), Statistical modeling in school effectiveness studies.Journal of the Royal Statistical Society, A, 149, 1–43.
[34]Anne Ansdtasi,Susana Urbina.Psychological Testing. (1997) (缪小春等译.杭州:浙江教育出版社,2001.8)
[35]A Nation at Risk:The Imperative for Educational Reform
[36]Barbara Elizabeth Stewart.Value Added Modeling:The Challenge of Measuring Educational Outcomes. 2006 Carnegie Challenge
[37]Bock, R.D., Wolfe, R. & Fisher, T. (1996). A review and analysis of the Tennessee Value-Added Assessment System. Nashville, TN: Comptroller of the Treasury[EB/OL].www.comptroller.state. tn.us/orea/reportstvaasp1.Pdf
[38]Carmen D. Tekwe.(2004).An Empirical Comparison of Statistical Models for Value-Added Assessment of School Performance. Journal of Education and Behavioral Statistics,29(1),11-36
[39](1992)Editorial:Statistiavl Information and the Measurement of Educational Outcomes.Royal Statiscal Society
[40]Howard Wainer.(2004).Introduction to a Special Issue of the Journal of Educational and Behavioral Statistics .Journal of Education and Behavioral Statistics,29(1),1-3
[41]Lisa Andrejko. (2004).Value-Added Assessment:A View from a Practitioner. Journal of Education and Behavioral Statistics,29(1),7-9
[42]Lockwood, J.R., Louis, T. & McCaffrey, D. (2002). Uncertainty in rank estimation:implications for value-added modeling accountability systems. Journal of Educational and Behavioral Statistics, 27(3), 255-70.
[43]Mark D. Reckase (2004).The Real World is More Complicated than We Would Like. Journal of Educational and Behavioral Statistics Spring 2004, Vol. 29, No. 1, pp. 117–120
[44]McCartney, P. (2004). The Pennsylvania Value-Added Assessment System (PVAAS):A Tool for Educators to Improve Instruction. Insight, 24 (3), 6-7.
[45]Raudenbush, S. W., & Bryk, A. S. (1988). Methodological advances in analyzing the effects of schools and classrooms on student learning. Review of Research in Educa-tion, 15, 469. [ 46 ] Sanders, W . (1998) . Value-added assessment . School Administrator, 11(3), 24-27.
[47]Stephen W.Raudenbush,Anthony S.Bryk.Hierarchical Linear Models:Applica?tions and Data Analysis Methods(Second Edition)(2002).P98.(郭志刚等译.北京:社会科学文献出版社,2007.7)
[48]The Tennessee Value-Added Assessment System[EB/OL]. http:// www.shearonforschools.com/TVAAS.html
© 2004-2018 中国地质图书馆版权所有 京ICP备05064691号 京公网安备11010802017129号 地址：北京市海淀区学院路29号 邮编：100083 电话：办公室：(+86 10)66554848；文献借阅、咨询服务、科技查新：66554700 |