摘要
对“浙江省发展性评价2.0版”的实施现状进行调研。调查发现,评价的促进功能得到认同,能引领学校品质提升;指标体系给学校留有空间,但各地占比不平衡;评价注重同类横向比较,关注学校增量与特色;评估网络平台逐步建立,减轻了学校迎评负担;管评分离正在形成,但第三方机构参差不齐。建议省级部门精简基础指标,统整各类督评,设定第三方准入门槛;地方应提升评估质量,强化大数据分析诊断;学校要激活自评动力,提升诊断与改进能力。
This paper investigated the implementation of developmental assessment version 2.0.It found that,the diagnostic function for improving school performance is accepted;regional disparity and decision-making power of schools exist;more focus is given to the evaluation within homogenous school groups,with an emphasis on annual growth and school features;the online system alleviates school burden,and while the trend is evident for the power separation among administration and evaluation,the quality of the third part organizations is still questionable.Hence,at the provincial level,the department of education should simplify the indicators framework,streamline the overall evaluation process and accredit quality third part evaluation organizations.At the municipal level,evaluation quality should be strengthened and data should be effectively analyzed.Also,schools should ignite motivation for internal evaluation and enhance capabilities of identifying problems and making changes.
作者
洪松舟
俞寅琳
Hong Songzhou;Yu Yinlin(Elementary Education Assessment Institute,Zhejiang Education Evaluation Institute,Hangzhou,Zhejiang 310014)
出处
《上海教育评估研究》
2019年第4期55-60,共6页
Shanghai Journal of Educational Evaluation
基金
浙江省社科联课题“义务教育段学校课程建设质量评估体系构建与实证研究”(2018N67)阶段性成果
关键词
中小学
发展性评价
教育评估
教育诊断
Primary and secondary schools
Developmental evaluation
Education evaluation
Educational diagnosis
