外国教育研究

2020, v.47;No.364(10) 66-79

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美国加州教师表现性评价研究:体系、特征及问题
Research on Performance Assessment for California Teachers in America:System,Characteristics and Problems

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;

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

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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;

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