探索增值评价的中国路向：基于美国实践经验的批判性分析

doi:10.16382/j.cnki.1000-5560.2023.02.006

摘要/Abstract

摘要：

本文采用国际比较和批判性分析的视角，以教师增值评价为抓手，借鉴美国增值评价的理论和实践探索经验，批判性审思教师增值评价的本质特性、技术边界、应用限度、融合趋势、实施条件等问题，多方位探寻增值评价在中国教育评价体系中的价值路向、技术路向、应用路向、发展路向和实践路向。分析发现，教师增值评价具有以学生成绩增幅结果为依据诊断教师贡献度、以学生成绩增长的因果效应表征狭义“教师效能”、以增值模型为核心技术测度“增值”、以特定年级学科教师为适评对象等本质特征和局限，因此，在充分肯定和最大化发挥其循证导向和技术优势的同时，要避免对其价值的过分夸大和泛化。增值模型在信效度和统计偏误等技术层面依然存在激烈争议和未解难题，应针对性开展国际前沿技术探索，以破立并举的原则实现本土化技术突破与创新。美国教师增值评价政策演进和大量实证研究证明，增值评价结果服务高利害决策存在较高风险，应强化其诊断功能。增值评价与多元评价方法的融合趋势成为国际共识，应以价值多元化为导向，以利益相关主体的多元协商为原则，构建增值评价与多元化测评方法及多样化证据的系统性融合机制。增值评价从理论走向实践，须逐步在全国学生学业成就及进步程度测评体系和工具体系建设、动态追踪数据库建设、专业团队建设、全过程反馈机制建设等方面做好充足准备，最大化实现增值评价可能为整个教育评价体系所“增”之“值”。

关键词: 增值评价, 教师增值评价, 教师效能, 批判性分析

Abstract:

Comparative study and critical analysis approach were applied to analyze the essential features, technical issues, applicable limits, integration trends and preparative conditions of teacher value-added assessment, as well as to detect its pathway in terms of value proposition, technical breakthrough, application focus, developmental framework and practical transformation. Teacher value-added assessment measures teachers’ contribution to students’ learning based on their achievement growth, with the usage of value-added modelling. The approach quantifies the causal effect of teachers’ teaching upon student learning growth, and therefore provides quantitative evidence to diagnose levels of teachers’ effectiveness. Such features imply evidence-based orientation and technical specialties of value-added assessment, however, considering the limitations, over estimation of its value and over generalization in application should be avoided. Debates and unsolved technical challenges still exist around the issues of value-added modelling in terms of reliability, validity and statistical bias, Chinese efforts should be made to challenge the cutting-edge technological innovation and overcome the unsolved difficulties. Drawn from the evaluation reform history and empirical evidence of the U.S., it is proven that teacher value-added assessment should avoid risk of serving high-stakes decisions and highlight its diagnostic function. Integration of value-added assessment with diverse measurements becomes international trend in common, local efforts should be made to construct an integrated assessment system based on value pluralism and negotiation between multiple stakeholders. To promote practical implication of value-added assessment, preparative conditions should be met in development of national system of standardized assessment of student achievement and growth, development of national databases, organization of a professional team of expertise, as well as establishment of reporting and reflection mechanism for value-added assessment results and impacts, in order to add the maximized value to the new evaluation system.

Key words: value-added assessment, teacher value-added assessment, teacher effect, critical analysis

韩玉梅, [美]严文蕃, 蒋丹. 探索增值评价的中国路向：基于美国实践经验的批判性分析[J]. 华东师范大学学报(教育科学版), 2023, 41(2): 63-80.

Yumei Han, Wenfan Yan, Dan Jiang. Exploring the Chinese Pathway of Value-Added Assessment: Critical Analysis of the U.S. Practice[J]. Journal of East China Normal University(Educational Sciences), 2023, 41(2): 63-80.

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