国外政府绩效评估方法比较研究

一、国外主流政府绩效评估方法系统分析与特征比较 至今，国外政府绩效评估发展最具代表性的评估方法主要有三种：“3E”评价法、标杆管理法和平衡记分卡法，他们分别代表了政府绩效评估的三个不同发展阶段：“3E”评价法是政府绩效评估在方法探索上的开端。标杆管理法预示着对政府绩效全面评估的开始．平衡记分卡法明确提出政府要以长远的眼光对社会的发展作出远景规划。思考其在社会发展中应承担的使命。指导政府绩效评估。因此对这三种方法的分析与比较有助于对国外政府绩效评估精髓的完整理解，以指导我国的政府绩效评估实践。     

深化中国政府绩效评估研究需要新的视野

中国政府绩效评估研究硕果累累,已成为中国公共管理研究的一个亮点,但研究成果的质量有待进一步提高,研究成果的应用性有待进一步增强,研究方法有待进一步改进.深化中国政府绩效评估研究建议重点关注以下五个课题:政府绩效评估理论框架的构建和学理层面的阐释;基于科学发展观的政府绩效评估体系的构建与实施研究;政府绩效评估的心理因素及作用机制研究;中国政府绩效评估的科学化、民主化、法制化研究;特定政府层级、特定政府部门和特定政府管理项目绩效评估的研究.深化中国政府绩效评估研究应从宏观上着力,注意正确处理政府绩效评估政治性与科学性的关系、凸显政府绩效评估的实证研究、注意研究方法的科学性、在服务中求支持,在贡献中求发展、加强科研队伍建设和学术平台的搭建等五个问题.     

关于教师网络研修活动绩效评估方法的研究

文章对教师网络研修活动的绩效评估方法进行了系统的探究,包括教师网络研修活动绩效评估模型的构建、教师网络研修活动绩效评估指标体系构建以及教师网络研修活动绩效评估流程设计。通过教师网络研修活动绩效评估实例对研究成果进行了应用,得出两点结论:1.教师网络研修活动的绩效评估要关注教师的课堂行为变化;2.针对教师网络研修活动的绩效评估,将内容分析法与知识测试法结合,可以使教师网络研修活动对教师专业知识的影响的评估更加全面,也可以使两种评估方法互证,提高绩效评估的信度和效度。     

美国政府绩效评估对我国的启示

伴随着政府职能的转变和服务型政府理念的提出,政府绩效评估受到我国学者和政府各级部门的高度关注。我国在政府绩效评估制度构建方面已经取得巨大的成就,但是由于政府绩效评估在我国起步比较晚,因此我国在政府绩效评估方面还存在很多问题。与此同时我们可以看到,美国政府绩效评估制度经过长期的发展和完善,积累了丰富的经验,政府绩效评估的制度化和法制化以及政府绩效评估中的公民导向化和结果导向化,绩效评估的方法、技术和理念,都为我国政府绩效评估制度的完善提供了宝贵的经验。     

改革高校教师绩效评估促进人事制度创新

由于高校教师绩效具有目标双重性、产出多样性和产出的难以衡量性等特点,传统的高校教师绩效考核方式已不能实现其需要,因此,需要建立现代化的高校教师绩效评估制度,从绩效评估目标、评估指标体系、评估方法、评估结果反馈机制等各方面进行改革和完善.     

“双一流”背景下高校教师绩效评估的问题探析与优化策略

“双一流”发展战略目标的实现有赖于高质量的师资队伍建设,而教师绩效评估作为高校师资管理的重要手段,既关系到高校自身发展状况,又与教师个人素质息息相关.在“双一流”建设的大背景下,高校教师绩效评估存在的主要问题是:行政权力与学术权力主体关系处理不当;教师绩效评估指标设置较为宽泛;过程性评估与结果性评估难以兼顾;教师绩效评估未能突出发展性功能;教师绩效评估人员的专业化程度不够.因此,各高校应结合“双一流”战略目标和自身实际状况,从评估主体选择、评估指标设置和评估方法创新等方面出发,制定出行之有效的教师绩效评估策略,以保证教师绩效评估工作顺利、高效开展.     

当代美国联邦政府绩效评估的层级体系分析

当代联邦政府绩效评估主要集中在三个层次：第一，项目绩效评估，它主要通过项目等级评估工具对联邦项目进行比较评估，从而为项目管理和项目预算提供信息依据；第二，部门绩效评估，它是联邦各部门在每个财政年度末期对部门绩效状况进行评估，并把评估结果制作成绩效与责任报告予以公布；第三，跨部门绩效评估，它主要通过三色等级评分卡对联邦各部门执行总统管理日志中五项改革计划的进展情况进行比较评估，督促联邦各部门执行总统改革计划，从而有效地保证总统改革计划的成功执行。这三种绩效评估方法形成了自下而上的层级评估体系，它们都是在《政府绩效与结果法案》所确立的法律框架下进行的。     

非政府组织绩效评估体系构建初探——基于非政府组织参与新农村建设的视角

非政府组织在发展农村经济、加强农村基础建设、丰富农村精神文化等新农村建设中的贡献与日俱增,其活动开展涉及政府、捐赠者、服务对象、社会公众、组织成员等多方利益.受“志愿失灵”、承接政府职能转移和自身发展等因素影响,需要对非政府组织进行绩效评估.绩效评估实施要求公平、客观、公开,多目标结合与建立反馈机制.绩效评估体系构建需要确定多元化的评估主体,设计科学合理的绩效评估体系和规范的实施方法.     

基于知识管理的高新技术企业绩效评估研究

绩效评估是知识管理的重要环节,本文首先分析了高新企业知识管理的主要内容和目标,构建了评价知识管理效果的指标体系.其次,为科学地解决高新技术企业绩效评估中的不确定性问题,提出一种基于模糊证据推理的高新技术企业绩效评估的方法.在此基础上,通过模糊评价方法给出高新技术企业绩效评价中影响因素的评估等级.然后,运用证据理论的层次递归算法对不同层次影响因素的评估等级进行合成,得出高新技术企业绩效的总体评估值.最后,通过一个实例分析,表明了方法的可行性、有效性和实用性.     

教师在线实践社区COP的绩效评估方法与技术

针对教师的绩效评估需要处理由谁来评估、评估什么和如何评估等三个重要问题,在深入开展教师实践社区COP近三年的反思性实践的基础上,针对教师在线实践社区中教师专业发展的绩效评估问题,本文介绍了情境学习理论视角下的绩效评估、基于知识建构的波普尔模型绩效评估、课堂教学行为分析领域中的绩效评估等三种理论基础,以及COP绩效评估的基于真实性评估的方法与技术、基于情境视角的绩效评估方法与技术及课堂教学行为分析方法与技术共三种方法与技术。在理论基础介绍、方法与技术详解的基础上,还给出了作者完成的三个具体的COP绩效评估案例,以着重阐述评估什么及如何评估的问题。本文得出COP绩效评估的方法论原则,COP绩效评估的方法与技术的特点,以及COP绩效评估的未来发展方向等三个研究结论。     

Blogs as a learning and assessment instrument for English-speaking performance

The study investigated the usefulness of blogs in evaluating English-as-a-Foreign-Language learners' oral performance and explored their reactions toward using blogs as a learning and assessment tool for English-speaking performance. Fifty-one college students participated in a semester-long blog project, and each uploaded five audio entries to their individual blogs. The results indicated that the scores on the speaking blogs served as a significant predictor of students' oral presentation performance. Moreover, more than half of the participants considered their blogging experience positive. Close to half believed that the speaking blog constituted a good tool to showcase their learning process and help them reflect on their learning progress in the blog-based environment. However, only a few welcomed the idea of employing blogs as an assessment tool, while most still preferred the more conventional assessment methods, such as on-site speeches and presentations. These results carry pedagogical implications for foreign language instruction and assessment.     

Do schools affect girls’ and boys’ reading performance differently? A multilevel study on the gendered effects of school resources and school practices

Few studies on male–female inequalities in education have elaborated on whether school characteristics affect girls’ and boys’ educational performance differently. This study investigated how school resources, being schools’ socioeconomic composition, proportion of girls, and proportion of highly educated teachers, and school practices, being schools’ application of well-rounded assessment methods, influenced girls’ and boys’ reading performance differently. We hypothesised that positive effects of school resources would be greater for boys than for girls, and that more frequent use of well-rounded assessment methods would be associated with increased girls’ and decreased boys’ reading performance. Using advanced multilevel analyses of 2009 Programme for International Student Assessment (PISA) data, we found that boys profited more than girls from having a large proportion of girls in school. Contrary to our expectations, girls gained more than boys from a school’s advantaged socioeconomic composition. These gendered effects of school resources were not explained by differences in school learning climate.     

由一道小学数学题的评价引发的思考简

由一道数学考试题的评价反映出数学教师在学生学习评价方面存在观念陈旧、重结果轻过程、过分强调标准答案与结果的唯一性等问题.据此,提出教师应转变评价理念,建立评价目标多元、评价方法多样的评价体系,紧紧围绕学生这个主体,凸显评价的过程性和发展性,促进学生的全面发展.     

国家林业局管理干部学院绩效考核实践探索与研究

绩效考核是机关事业单位人力资源管理的一项重要内容。我院近几年来在绩效考核实践中探索建立了一整套考核标准,发挥了积极作用。但目前仍存在不少值得注意和有待解决的问题。应进一步研究和探索,设计科学合理且行之有效的绩效考核指标体系与考核办法,从而调动教职工的工作积极性,提高学院的管理水平。     

Assessment in Statistics Courses: More than a tool for evaluation

The current assessment reform movement in statistics encourages instructors to think more broadly about cognitive measures which assess student learning. In response, statistics instructors have begun incorporating innovative methods of assessment into their courses, the most common of these procedures being authentic assessment, performance assessment, and portfolio assessment. This paper will discuss areas to consider for assessment, problems with typical assessments, and statistical authenticity for understanding student learning.     

新课改背景下高中英语课堂教学中的评价方法改革研究

在新课改的理念下高中英语课堂教学的评价显得越来越重要,它贯穿于教师和学生整个英语教与学的过程之中,通过评价使学生不断体验进步与成功,促进学生综合语言运用能力的全面发展;通过评价使教师获得英语教学的反馈信息,对自己的教学行为进行反思和调整,不断提高教育教学水平。就新课程改革背景下,对高中英语课堂教学评价方法的改革进行研究,提出更合理的全面的评价方法。     

高校科研绩效考评体系研究

简述影响科研绩效的因子和绩效考评概况,阐明绩效考评需量化指标及量化考评的作用,提出指标体系建立的五大原则,论述高校常用的绩效考评体系建立的方法,认为应用激励机制对提升绩效和科研水平会起重要的作用.     

Exploring the Impact of Assessment on Medical Students’ Learning

Abstract

What and how students learn depend largely on how they think they will be assessed. This study aimed to explore medical students’ perception of the value of assessment and feedback on their learning, and how this relates to their examination performance. A mixed methods research design was adopted in which a questionnaire was developed and administered to the students to gain their perceptions of assessments. Perceptions were further explored in focus group discussions. Survey findings were correlated with students’ performance data and academic coordinators’ perceptions. Students’ perceptions of the level of difficulty of different assessments mirrored their performance in examinations, with an improvement observed in clinical assessments as students progressed through their degree. Students recognised that feedback is important to allow improvements and seek more timely, better quality and personalised feedback. Academic coordinators identified that some of the students’ suggestions are more realistic than others. Students had a positive attitude towards assessment, but emphasised the need for educators to highlight the relevance of assessment to clinical practice.     

地方应用型高校大学英语课程考核方式改革研究——以六盘水师范学院为例

大学英语是高等教育的重要组成部分,是本科高校开设的一门公共必修课,其考核方式一定程度上决定着学生的英语学习成效。针对当前应用型高校大学英语课程考核方式存在的问题,指出应从注重终结性考核逐渐走向将形成性考核与终结性考核相结合,更注重学生的平时学习,将听说读写译等各项技能及综合应用能力作为课程形成性考核的重点,只有采用合理又多元化的考核方式才能够更好地促进学生的语言学习和不断提高教学效果。     

Preservice Teachers' Development and Implementation of Science Performance Assessment Tasks

Preservice teachers in a science methods course were provided instruction on performance assessment, then guided through a design and implementation process of performance assessment tasks. We assessed the effect of designing and implementing a performance assessment task on preservice teachers' understanding of standards-based assessment. The findings show that these preservice teachers improved in their understanding of assessment as a formative process as well as their science content understanding of the topic addressed in their designed task. We found that preservice teachers need to experiment with performance assessment tasks in an authentic context in order to understand the full potential and value of the task.