美国教师增值性评价的发展现状及启示

发布时间：2018-05-01 14:02

本文选题：增值性评价 + 教师增值性评价　；参考：《曲阜师范大学》2017年硕士论文

【摘要】：近年来,教师评价逐渐成为世界各国教育改革的重点领域。在教育改革浪潮的推动下,教师增值性评价逐渐成为美国应用较为广泛的一种教师评价方法。这种教师评价方法的价值取向为教师的教学效果,即以该教师在其学生的成绩进步中所起的作用为判定教师效能的依据。我国目前的教师评价体系还不够完善,建立一个更加合理的教师评价体系成为我国教育界的共识。不可否认,教师增值性评价提供了一个新的视角,深入探究其在美国的发展现状必然能给我国以重要启示。本文首先系统梳理了教师增值性评价的产生背景与发展动因。随着美国社会对学校效能、教师效能的关注,随着学者们对教育评价研究的不断深入,教师增值性评价得以产生;正是由于标准化测试在美国的产生与发展,美国国家教育进展评估项目(NAEP)的工作、美国教育教育法令的不断颁布、美国教师制度的不断变革,教师增值性评价得以持续发展。为进一步了解教师增值性评价的本质,笔者还阐述了增值模型、教师效能理论及教育评价标准模型三个理论基础。其次,结合美国各州应用教师增值性评价必然要考虑的问题,以美国近几年已经或正在全面实施教师增值性评价的几个州为案例,从增值模型的选择、教师增值分数的获得、教师增值性评价体系的整合、教师增值性评价结果的应用四个方面来窥视教师增值性评价在美国的应用现状。再次,笔者立足于教师增值性评价在美国引发的争议,结合教育评价标准,从理论研究者、教育管理者、教学实施者三个视角出发,描述并分析其在各界引发的争议焦点。其中,理论研究者的争议焦点是增值性评价的准确性,即增值模型能否真正准确地计算出教师效能;教育管理者的争议焦点是增值性评价的适用性,即管理者们应如何适当地应用教师增值性评价;教学实施者的争议焦点是增值性评价的合理性,即其是否为教学实施者所接受,其能否带给他们更好的工作体验。最后,立足我国的教师评价,阐释了教师增值性评价给我们提供的思考教师评价的新视角,即教师评价应将绩效评价与发展性评价的理念相结合;教师评价应促进学生与教师的双“增值”。同时,笔者还对教师增值性评价在我国的适用性进行了分析,并提出了几点应用建议,即科学应用增值模型,既要考虑到增值模型本身的适用性又要考虑到由专家来实施并解释结果;在应用教师增值性评价方法评价教师的时候应关注校长的重要性;教师增值性评价不宜与教师的“高风险”利益联系起来,否则评价就会挫伤教师们的工作积极性,最终也不利于学生的不断进步。
[Abstract]:In recent years, teacher evaluation has gradually become the key area of education reform in the world. Driven by the tide of educational reform, the evaluation of teachers' value-added has gradually become a more widely used method of teacher evaluation in the United States. The value orientation of the teacher evaluation method is the teaching effect of the teacher, that is, the teacher's function in the progress of his students' achievement is taken as the basis for judging the teacher's effectiveness. The present teacher evaluation system in our country is not perfect, so it has become the consensus of the educational circles to establish a more reasonable teacher evaluation system. It is undeniable that the evaluation of teachers' appreciation provides a new angle of view. It is inevitable that exploring the current situation of teachers' appreciation in the United States will give our country an important enlightenment. At first, this paper systematically combs the background and development motivation of teachers 'value-added evaluation. With the attention of American society to school efficiency, teacher efficacy, and the deepening of scholars' research on educational evaluation, the evaluation of teachers' value added has come into being, which is precisely due to the emergence and development of standardized testing in the United States. The National Assessment of Educational Progress (NAEP), the promulgation of the United States Education Act, the continuous reform of the American teacher system, and the continuous development of the evaluation of teachers' value added. In order to further understand the nature of teachers' value-added evaluation, the author also expounds three theoretical bases: value-added model, teacher efficacy theory and educational evaluation standard model. Secondly, combined with the problems that must be considered in the application of teacher value-added evaluation in American states, taking several states that have implemented or are implementing teacher value-added evaluation in recent years as examples, from the choice of value-added models and the acquisition of teachers' value-added scores, The integration of the evaluation system of teachers' appreciation and the application of the results of the evaluation of teachers' appreciation are used to observe the current situation of the application of the evaluation in the United States. Thirdly, based on the controversy caused by teachers' value-added evaluation in the United States, combined with the educational evaluation standards, the author describes and analyzes the controversial focus of the evaluation from the perspectives of theoretical researchers, education managers and teaching implementers. Among them, the dispute focus of the theoretical researchers is the accuracy of value-added evaluation, that is, whether the value-added model can truly calculate the teacher effectiveness, and the focus of the debate of education managers is the applicability of value-added evaluation. That is, how managers should properly apply the evaluation of teachers' appreciation, and the controversy of the implementers focuses on the reasonableness of the evaluation, that is, whether it is accepted by the implementers of teaching and whether it can bring them a better working experience. Finally, based on the teacher evaluation in our country, it explains the new perspective of teacher evaluation, that is, teacher evaluation should combine the concept of performance evaluation and developmental evaluation. Teacher evaluation should promote the value added of both students and teachers. At the same time, the author also analyzes the applicability of the evaluation of teachers' value-added in our country, and puts forward some application suggestions, that is, the scientific application of value-added model. Both the applicability of the value-added model and the implementation and interpretation of the results by experts should be taken into account, and the importance of principals should be paid attention to when evaluating teachers by applying the evaluation method of teachers' appreciation. The evaluation of teachers' appreciation should not be related to the "high risk" interests of teachers, otherwise, it will dampen teachers' enthusiasm for work and ultimately be unfavorable to the continuous progress of students.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G451

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