摘要
本研究使用成长百分等级模型对北京市某区66所初级中学2018届和2019届学生进行增值评价分析。结果发现:学生层面增值与基线测试无关,学校层面增值与基线测试正相关,学校整体效能较为统一,但跨年一致性与跨学科稳定性存在波动。建议在增值评价中关注能够反映学生进步程度的成长百分等级模型,结合其他指标对学校效能进行综合评价,以更好地促进区域教育公平、优质、均衡发展。
Value-added assessment, which concentrates on the progress of students, is a more accurate and scientific way to evaluate schools’ effectiveness. In this article, based on student growth percentile model, students’ performance in the baseline test and the senior high school entrance exam is linked and analyzed among 66 middle schools during 2015—2018 and 2016—2019. The study shows that: a)Added value on student level is zero correlated with baseline performance;b)Added value on school level is positively correlated with school’s baseline average;c)Although the overall school effectiveness is unified, the heterogeneity during different years and the fluctuation between different subjects occurs. Therefore, the student growth percentile model can be a choice for value-added assessment while we also need other indicators, in order to facilitate regional education quality fairly and equitably.
作者
王帅鸣
姚守梅
王梦
张荣慧
WANG Shuaiming;YAO Shoumei;WANG Meng;ZHANG Ronghui(Beijing Haidian Teacher Training College,Beijing 100195,China)
出处
《中国考试》
CSSCI
2020年第9期46-51,共6页
journal of China Examinations
基金
全国教育科学“十三五”规划2016年度教育部重点课题“基于核心素养发展的区域教研转型实践研究”(DHA160351)。
作者简介
王帅鸣(1993—),男,北京市海淀教师进修学校教研员;姚守梅(1968—),女,北京市海淀教师进修学校副校长;王梦(1989—),女,北京市海淀教师进修学校教研员;张荣慧(1988—),女,北京市海淀教师进修学校教研员。
