周钧;陈林;
ZHOU Jun;CHEN Lin;Key Research Institute of Humanities and Social sciences at Universities MOE,Center ofTeacher Education Research,Beijing Normal University;

• 1:教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究中心

摘要(Abstract)：

表现性评价是在真实情境中评价师范生学习质量的有效工具。美国加州教师表现性评价体系基于加州教学表现期望而开发,包含嵌入式评价和教学活动评价两部分。加州教师表现性评价以师范生的学习为中心,关注真实情境下师范生的教学与反思,注重以多元证据为基准,对师范生的专业发展进行系统评估。然而,加州教师表现性评价在实施过程中也面临着应试心态主导下师范生对教师教育课程的整体投入度不足、评分工具对实习指导教师的专业性和自主性构成威胁、教学活动评价缺乏足够的信息反馈、实施成本过于高昂等问题,以及专业化和地方控制、边缘化和优先权等争议。
Performance assessment is an effective tool to evaluate the learning quality of pre-service teachers in the real situation. Based on the teaching performance expectations in California,the Performance Assessment for California Teachers(PACT)is developed,which includes two parts: Embedded Signature Assessment and Teaching Event Assessment. PACT focuses on the learning of pre-service teachers,pays attention to the teaching and reflection of pre-service teachers in real situations,and systematically evaluates the professional development of pre-service teachers based on multiple evidences. However,in the process of implementation of PACT,there are also some problems,such as the lack of the overall investment of pre-service teachers in the teacher education curriculum under the guidance of exam oriented mentality,the threat of scoring tools to the professionalism and autonomy of practice guidance teachers,the lack of sufficient information feedback in the evaluation of teaching activities,the high cost of implementation of PACT,as well as disputes over specialization and local control,marginalization and priority.

关键词(KeyWords)： 美国;师范生学习;表现性评价;嵌入式评价;教学活动评价;教学反思
America;Pre-service teacher learning;performance assessment;Embedded Signature Assessment;Teaching Event Assessment;teaching reflection

Abstract:

Keywords:

基金项目(Foundation): 2017年度教育部人文社会科学重点研究基地重大项目“中国教师教育质量保障的制度研究”(项目批准号：17JJD880003)

作者(Author): 周钧;陈林;
ZHOU Jun;CHEN Lin;Key Research Institute of Humanities and Social sciences at Universities MOE,Center ofTeacher Education Research,Beijing Normal University;

Email:

DOI:

参考文献(References)：

• [1]Cochran-Smith M..The Questions that Drive Reform[J].Journal of Teacher Education,2000,51(5):331-333.
• [2]Youngs,P.,Odden,A.&Porter,A.C..State Policy Related to Teacher Licensure[J].Educational Policy,2003,17(2):217-236.
• [3]周文叶，宋词.教师表现性评价：为使教学成为真正的专业--访美国斯坦福大学琳达·达林·哈蒙德教授[J].全球教育展望，2018,47(12):3-14.
• [4]Linda Darling-Hammond.Constructing 21stCentury Teacher Education[J].Journal of Teacher Education,2006,57(3):300-314.
• [5]Association of Teacher Educators,Creating a Culture of Quality and Credibility in Teacher Education:A Call to Action[R].Reston,VA:Association of Teacher Educators,1996:7-9.
• [6]1998 Amendments to the Higher Education Act of 1965,P.L.105-244[EB/OL].(2010-10-20)[2020-04-05].http：//www2.ed.gov/policy/higher/leg/hea98/sec201.html.
• [7]谢赛.美国教师教育问责制的两次转型[J].清华大学教育研究，2011,32(2):89-93.
• [8]Linda Darling-Hammond.Doing What Matters Most:Investing in Quality Teaching[M].National Commission on Teaching&Americas Future,1997:75.
• [9]段晓明.问责视角下美国教师教育的变革走向--基于政策文本的分析[J].比较教育研究，2013,(10):17-21.
• [10]Linda Darling-Hammond.Assessing Teacher Education:The Usefulness of Multiple Measures for Assessing Program Outcomes[J].Journal of Teacher Education,2006,57(2):120-138.
• [11]Haertle,E.H..New Forms of Teacher Assessment[M]//G.Grant(Ed.).Review of Research in Education.Washington DC:American Educational Research Association,1991:3-29.
• [12]Mitchell,K.J.,Robinson,D.Z.,Plake,B.S.&Kowles,K.T..Testing Teacher Candidate:The Role of Licensure Test in Improving Teacher Quality[M].Washington,D.C:National Academy Press,2001:122-124.
• [13]Chung,R.R..Beyond Assessment:Performance Assessments in Teacher Education[J].Teacher Education Quarterly,2008,35(1):7-28.
• [14][15]Raymond L.Pecheone,Ruth R.Chung.Evidence in Teacher Education:The Performance Assessment for California Teachers(PACT)[J].Journal of Teacher Education,2006,57(1):22-36.
• [16]Embedded Signature Assessment(ESAs)[EB/OL].(2012-03-18)[2020-02-10].http：//www.ctc.ca.gov/educator-prep/TPA.html.
• [17]Larsen,L.R.,Calfee,R.C..Assessing Teacher Candidate Growth over Time:Embedded Signature Assessments[J].The Clearing House,2005,78(4):151-157.
• [18][35]Linda Darling-Hammond,Xiaoxia Newton&Ruth Chung Wei.Evaluating Teacher Education Outcomes:A Study of the Stanford Teacher Education Program[J].Journal of Education for Teaching,2010,36(4):369-388.
• [19]The Consortium of Performance Assessment for California Teachers.Elementary Literacy Teaching Event Candidate Handbook 2014-2015[EB/OL].(2014-12-05)[2020-02-20].https：//scale.stanford.edu/teaching/pact/forms_rubrics/，2014~2015.
• [20]PACT Office,Connie L.Lurie.The Performance Assessment for California Teachers(PACT):Policies for Candidates in Multiple and Single Subject Teacher Preparation Programs[R].PACT Office,2012:4-10.
• [21]洪明.反思性教学的内涵和意义探析[J].中国大学教学，2001,(6):29-32.
• [22]Raymond L.Pecheone,Ruth R.Chung.Technical Report of the Performance Assessment for California Teachers(PACT):Summary of Validity and Reliability Studies for the 2003-04 Pilot Year[R].2007:9-11.
• [23]Andrea M.Noel.Teacher Performance Assessment:An Instructor's Development and Evaluation of an Embedded Signature Assessment in an Early Childhood Literacy Course[J].Journal of Early Childhood Teacher Education,2014,35(4):357-372.
• [24]Elementary Literacy Teaching Event Candidate Handbook 2014-2015[EB/OL].(2014-12-05)[2020-02-20].http://www.pacttpa.org/_main/hub.php?page Name=Teaching_Event_Handbooks#Handbooks.
• [25][27]Selvester,P.M.,Summers,D.,Williams,E.F..Costs and Benefits of Accountability:ACase Study of Credential Candidates'Performance Assessment[J].Issues in Teacher Education,2006,(15):21-36.
• [26][34]Reagan,E.M.,Schram,T.,Mccurdy,K.,et al.Politics of Policy:Assessing the Implementation,Impact,and Evolution of the Performance Assessment for California Teachers(PACT)and ed TPA[J].Education Policy Analysis Archives,2016,24(9):1-28.
• [28]Pecheone,R.L.&Chung,R.R..Evidence in Teacher Education:The Performance Assessment for California Teachers(PACT)[J].Journal of Teacher Education,2006,57(1):22-36.
• [29]Irina S.Okhremtchouk,P.A.Newell,Rebecca Rosa.Assessing Pre-service Teachers Prior to Certification:Perspectives on the Performance Assessment for California Teachers(PACT)[J].Education Policy Analysis Archives,2013,21(56):2-30.
• [30][32][37]Okhremtchouk,I.,et al..Voices of Pre-Service Teachers:Perspectives on the Performance Assessment for California Teachers(PACT)[J].Issues in Teacher Education,2009,18(1):38-65.
• [31]Conni Campbell,et al..Beginning Teachers'Perceptions of the California Teaching Performance Assessment[J].Teacher Education Quarterly,2016,43(2):51-71.
• [33]陈娅兰.美国职前教师表现性评价研究[D].长春：东北师范大学，2019:47-48.
• [36]Berlak,A..Coming Soon to your Favorite Credential Program:National Exit Exams[J].Rethinking Schools,2010,24(4):14-17.
• [38]Lit,I.W.&Lotan,R..A Balancing Act:Dilemmas of Implementing a High-stakes Performance Assessment[J].The New Educator,2013,9(1):54-76.
• (1)目前美国加州的教师表现性评价模型主要有四种：加州教师表现性评价（PACT）；加州教学表现评价（California Teaching Performance Assessment，简称Cal RTP）；职前教师表现性评价（educative Teacher Performance Assessment，简称ed TPA）和弗雷斯诺师范生评价（Fresno Assessment of Student Teachers，简称FAST）。