美国教师培养项目增值评价探析 ——以路易斯安那州为例

世纪之交以来,美国教师培养面临内部质量提升和外部质量问责的双重压力.在此背景下,伴随数据系统和分析方法的发展以及教师增值评价的推广,教师培养项目的增值评价应运而生.教师培养项目增值评价基于教师培养项目→教师教学质量→学生学业成绩的因果逻辑,通过统计计量模型来评估教师培养项目对学生成绩的贡献度.其中项目效能的证据选择、效能测量以及效能增值结果的意义阐释构成教师培养项目增值评价的关键内容.教师培养项目增值评价虽然在一定程度上响应了公众对于强化教师教育绩效责任的呼声,但依然存在着信效度和适用范围等问题.

An Analysis of Value-Added Assessment of Teacher Preparation Program in United States: The Case of Louisiana State

Since the turn of the century, teacher education in United States is faced with the double pressure from both internal quality improvement and external accountability, and the existing teacher education assessment approaches cannot meet the demand of accountability. In this context, with the development of data systems and data analysis methods as well as the gradual promotion of value-added evaluation of teachers, value-added assessment of teacher preparation program has emerged and gradually gained more and more recognition in United States' education policy area. Based on the causal logic of teacher preparation program, teacher's classroom teaching efficacy and student's learning achievement, value-added assessment of teacher preparation program attempts to judge the unique contribution of teacher preparation program to student achievement via the designed statistical models. The selection of program efficacy evidence, estimation of models and interpretation of assessment results form the three main parts of value-added assessment of teacher preparation program. Value-added assessment of teacher preparation program has responded to the demand of strengthening teacher education's responsibility toward basic education to some extent, but there are still some problems regarding the validity and reliability, as well as the scope of application.