摘要
近年来,发展性评估的概念在理论界和实践界被广泛使用,但人们对其涵义的理解存在一定的偏差,即把发展性评估片面地理解为校本评估,或者把发展性评估理解为增值评估。作者认为,校内评估与校外评估是一种对话关系,两者的合作是发展性评估的应有内涵。增值评估由于过分强调成绩和量化评估,容易背离发展性评估的宗旨。发展性评估的目的是学校改进,学校改进主要体现在三个方面,即学校成员价值观的持续改进、学校主体能力的全面提升、学校全面绩效的综合提高。学校改进的合理路径应从行为改变开始,而非从观念变革开始。
During recent years, although the concept of developmental evaluation was used in theoretical and practical circle widely, but they do not have the inaccurate understanding： they think development evaluation is school-based evaluation, or consider development evaluation to be value-added assessment. In the author＇s opinion, external school evaluation and internal school evaluation is of a dialogue relationship, their cooperation meets the need of development evaluation. For value-added assessment put much emphasis on performance and quantitative evaluation, it easily deviates from purpose of development evaluation. The purpose of development evaluation is school improvement, which is represented in the three aspects： continuous improvement of school members＇valus, overall raise of subject ability of school and integrated promotion of comprehensive achivement. The reasonable way of school improvement should begin with action, not changing ideas.
出处
《教育发展研究》
CSSCI
北大核心
2008年第18期5-10,共6页
Research in Educational Development
基金
吉林省教育科学“十一五”规划重点项目“发展性评估与学校改进的理论与实践研究”(ZZ0049)的部分成果。
