外国教育研究

2019, v.46;No.350(08) 45-56

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国际低年级学生阅读能力监测项目的实践与结果应用
Practice and Application from the International Early Grade Reading Assessment

张岳;孟子舒;李勉;
ZHANG Yue;MENG Zishu;LI Mian;Institute on Educational Policy and Evaluation of International Students,Beijing Language and Culture University;College of Education,Captial Normal University;Collaborative Innovation Center of Assessment toward Basic Education Quality,Beijing Normal University;

摘要(Abstract):

将如何提升学业成就的研究从增加教育投入转向关心有多少低学业表现的学生以及了解这些学生的学习程度是提升低收入国家教育质量的关键。鉴于此,世界银行和美国国际开发署自2006年开始发起低年级学生阅读能力监测项目(EGRA)。该项目以科学的阅读技能发展和教育测评理论为基础,以一年级为分界线划分三个阶段设计学生阅读的核心基础技能。同时,项目突破性地采用口头测评方式,结合多样化的评估模式,辅之以严格的工具研发、评估员培训与预试等环节的实施流程,最终将监测结果广泛应用于提升全国层面、学校层面乃至学生个体层面的阅读能力。
It was critical to concern numbers of a low-income country's students and their degree of learning in order to shift the focus of education improvement from access to achievements. Therefore,the World Bank and United States Agency for International Development initiated Early Grade Reading Assessment(EGRA)since 2006. Baed on scientific development of reading skills and educational assessment,the program divided three stages with Grade one as the boundary to design core basic skills of students reading. Meanwhile,the program adopted oral tests revolutionarily combining with a variety of evaluation models,assisted with implementations such as strict tools development and assessors training and pilot. Finally,the result of assessment will be widely used to enhance reading performance national level,school level to individual student.

关键词(KeyWords): EGRA;低年级学生;阅读能力监测;实践;困境
EGRA;early grade students;reading assessment;practice;dilemma

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基金项目(Foundation): 国家社会科学基金重大项目“国民语文能力研究暨测试系统分类建设”(项目批准号:15ZDB081)

作者(Author): 张岳;孟子舒;李勉;
ZHANG Yue;MENG Zishu;LI Mian;Institute on Educational Policy and Evaluation of International Students,Beijing Language and Culture University;College of Education,Captial Normal University;Collaborative Innovation Center of Assessment toward Basic Education Quality,Beijing Normal University;

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