摘要
加拿大安大略省K-12学校有效性评估框架致力于促进学校教育的公平,提升所有学生的学业成就与幸福感。框架共分为"为了学习的评价,作为学习的评价,对学习的评价""学校与课堂领导力""学生参与""课程、教学与学习""生涯发展规划"和"家庭、学校与社区的合作"6个维度,其开发与实施强调整体的协调性,并要求基于证据开展持续监控。借鉴该框架的宗旨与目标、设计架构、维度与指标、实施流程,我国学校评估体系需着力开发指向学生学业成就与幸福感的评价维度与指标,在评估中关注学校间的多样性差异,促进真正的教育公平,同时警惕评估中的"审计文化",提倡真实性评价。
The K-12 school effectiveness framework in Ontario,Canada aims to promote equity in school education and improve achievement and well-being of all students.The framework is divided into six components:assessment for,as and of learning,school and classroom leadership,student engagement,curriculum,teaching and learning,pathways planning and home,school and community partnerships.Its development and implementation emphasize overall coordination and require continuous monitoring based on evidence.Drawing lessons from the purpose and objectives of the framework,design structure,dimensions and indicators,and implementation process,we should develop components and indicators of school effectiveness assessment pointing to students’achievement and well-being,focus on diversity differences between schools in assessment,promote equity in education,be alert to the audit culture and promote authenticity assessment.
作者
宋怡
马宏佳
Song Yi;Ma Hongjia
出处
《教育测量与评价》
2020年第10期26-35,共10页
Educational Measurement and Evaluation
基金
江苏高校哲学社会科学研究基金项目“教师视角下的STEM教学特征——基于扎根理论的质性研究”(立项批准号:2020SJA0491)
南京晓庄学院校级科研项目高层次培育项目“STEM素养视域下的科学教学重构”(立项批准号:2017NXY04)的阶段性研究成果。
关键词
学校有效性评估
学校评估体系
教师专业化学习
school effectiveness framework
school assessment system
teacher’s professional learning
