英格兰基础教育增值评价的发展与经验-清华大学教育研究

文章信息/Info

Title:: The Development and Experience of the Basic Education Value-added Evaluation in England

Author(s):: WANG Ya-ling¹ LI Mian²; 1. Graduate School of Education, Beijing Foreign Studies University; 2.Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University

摘要:: 增值评价作为衡量学校效能更为公平合理的方法,已被多个国家用于深化基础教育改革。英格兰在基础教育增值评价上积累了二十余年的理论与实践经验,先后经历了简单增值评价、背景性增值评价、预期进步评价和进步评价四个发展阶段。英格兰增值评价的主要特点包括:坚持评价初衷,把握技术理性;关注核心要义,变化比较对象;取舍复杂算法,平衡社会效益;强化教育问责,督促学校改进。我国增值评价的开展可借鉴英格兰的经验,在国家层面做好增值评价实施的统筹规划,鼓励地方组织试点;基于区域教育质量监测积累增值数据,逐步建立符合中国实际的增值数据系统;确保增值评价技术方法的科学性,同时兼顾现实可操作性;强化增值评价的诊断功能,做好面向学校、教师、家长等群体的宣传普及和培训工作。

Abstract:: As a fairer and more reasonable method to measure school effectiveness, value-added evaluation has been adopted by many countries to advance reforms in basic education. England has accumulated over 20 years of theoretical and practical experience in value-added evaluation, progressing through four stages: Simple Value-Added, Contextual Value-Added, Expected Progress, and Progress. The main characteristics of England’s value-added evaluation include: adhering to the original evaluative intent while maintaining technical rationality, focusing on key principles and adjusting comparison groups, balancing complex algorithms with social benefits, and strengthening educational accountability to drive school improvement. China can learn from England’s experience by developing a comprehensive national plan for implementing value-added evaluation, encouraging local pilot projects, and building a value-added data system based on regional education quality monitoring that aligns with China’s specific context. It is also crucial to ensure that value-added evaluation methods are scientifically sound and practically feasible, emphasizing their diagnostic function while promoting awareness and providing training for schools, teachers, parents, and other stakeholders.

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