教育测量专业人才培养刍议——基于美国5位教育测量专业知名教授的研讨

教育测量专业人才培养是深化新时代教育评价改革的关键元素之一。通过总结5位美国教育测量专业知名教授就教育测量专业人才培养展开的讨论,对我国教育测量专业人才培养的建议是:1)高校间联合培养教育测量专业人才;2)注重基础知识传授与实践能力训练;3)发挥教育测量专业组织与专业期刊的作用;4)教育考试机构应加强与教育测量专业组织的沟通。     

心理与教育测量中效度理论的重建

效度问题是人类测量活动中最重要也是最困难的一个问题。本文首先从效度的概念与分类、效度的理论公式以及效度的评估方法等三个方面讨论了经典效度理论存在的弊端，然后针对这三个方面提出了相应的改进意见，在一定程度上实现了效度理论的重建。     

A Quantum Measurement Paradigm for Educational Predicates: Implications for validity in educational measurement

Abstract

The outcomes of educational assessments undoubtedly have real implications for students, teachers, schools and education in the widest sense. Assessment results are, for example, used to award qualifications that determine future educational or vocational pathways of students. The results obtained by students in assessments are also used to gauge individual teacher quality, to hold schools to account for the standards achieved by their students, and to compare international education systems. Given the current high-stakes nature of educational assessment, it is imperative that the measurement practices involved have stable philosophical foundations. However, this article casts doubt on the theoretical underpinnings of contemporary educational measurement models. Aspects of Wittgenstein’s later philosophy and Bohr’s philosophy of quantum theory are used to argue that a quantum theoretical rather than a Newtonian model is appropriate for educational measurement, and the associated implications for the concept of validity are elucidated. Whilst it is acknowledged that the transition to a quantum theoretical framework would not lead to the demise of educational assessment, it is argued that, where practical, current high-stakes assessments should be reformed to become as ‘low-stakes’ as possible. This article also undermines some of the pro high-stakes testing rhetoric that has a tendency to afflict education.     

教育测量和评估中多元概化理论的应用

介绍了在教育测量和评估中运用多元概化理论的优势,使用多元概化理轮的过程步骤,以及能够提供给研究者的各种结论和信息。认为可以帮助初学者了解多元概化理论,并为使用者提供了使用方法。     

关于教育技术学专业改革的思考及实践

教育技术学专业的举办具有其深刻的社会背景和实际需求,面对该专业越办越热的现实,以及教育技术学者、学生对该专业的忧虑和困惑,该专业可按"教学人员、管理人员与技术支持人员分类发展;培养目标指向明确;专业方向因地制宜;课程体系各有侧重"的原则进行改革,由此可确立专业之"专"和专业之"业"。     

教育思维:教育观和教育操作思路的统一体

教育思维是一个新教育理论范畴。所谓教育思维,是人类的教育实践理性,是教育理论认识在教育实践面前的凝结,也是教育实践经验在人们认识中的凝结;就其实质来说,是一定的教育观及其支配下的教育操作思路的统一体。教育观和教育操作思路在教育思维中的统一是必然的,其实质是人的意识功能在教育认识中的反映。     

教育规划的本质、发展与基本模型

教育规划在教育行政和教育管理中能产生重要影响,然而人们对教育规划本质的认识并不一致.二战后世界各国普遍建立了教育规划体系,但教育规划的实际运行并没有达到人们的预期,导致教育规划本身被逐渐冷落.20世纪90年代后随着新的教育规划思想的形成,教育规划再次受到各国重视.本文从理性与互动两种类型客观与主观两种范式,分析了据此形成的专家型、政治型和协商型三类教育规划的基本模型.     

关于外国文学课程教学模式改革的思考与探索

能力培养是创新人才培养的主要内容，是现代教育包括远程教育的基本教育目标。远程教育的开放性特征决定了学生应当也可能最大限度地自主学习、探究性学习。目前远程教育条件下的外国文学课程采用自主学习模式和探究性教学模式教学，对于学生能力的培养具有重要的探索意义。     

Standardization and UNDERSTANDardization in Educational Assessment

Educational tests are standardized so that all examinees are tested on the same material, under the same testing conditions, and with the same scoring protocols. This uniformity is designed to provide a level “playing field” for all examinees so that the test is “the same” for everyone. Thus, standardization is designed to promote fairness in testing. In practice, the material tested, the conditions under which a test is administered, and the scoring processes, are often too rigid to provide the intended level playing field. For example, standardized testing conditions may interact with personal characteristics of examinees that affect test performance, but are not construct-relevant. Thus, more flexibility in standardization is needed to account for the diversity of experiences, talents, and handicaps of the incredibly heterogeneous populations of examinees we currently assess. Traditional standardization procedures grew out of experimental psychology and psychophysics laboratories where keeping all conditions constant was crucial. Today, accounting for and measuring what is not constant across examinees is crucial to valid construct interpretations. To meet this need I introduce the concept of understandardization, which refers to ensuring sufficient flexibility in standardized testing conditions to yield the most accurate measurement of proficiency for each examinee.     

论对数学教育测量的标准化控制

运用现代教育测量理论,对数学测验进行标准化控制,以提高考试的效度和信度,尽而实现数学教育测量的标准化、科学化.其一般原则也适合于其他学科测验,并给出与考试有关的几个问题.     

欧盟教育制度公平测度指导原则简述

欧盟进行了一项跨国的教育制度公平测度,该指标体系不仅遵从了既有的充足性、机会均等、财政中立、水平与垂直均等的原则,还考虑了对教育上游制度的公平性、教育制度本身对学生的期望、公众对这一制度的公平性感知、个体间及群体间的差异和低于最低门槛值的个体与群体的不平等的测度。欧盟教育制度公平测度的指导原则有助于我们进一步理解和测度教育公平。     

A Snapshot of Industry and Academic Professional Activities,Compensation, and Engagement in Educational Measurement

This paper provides a snapshot of educational measurement professionals—their educational, professional and demographic backgrounds, as well as their workplace settings, job tasks, professional involvement, and compensation practices. Two previous studies have surveyed employers, but this is the first attempt to conduct a comprehensive survey of measurement professionals. Five hundred and forty-two (31.5% response rate) measurement professionals, the vast majority who held a doctorate degree, responded to the survey from January to April 2007. Overall, these individuals were primarily employed in academic settings, research and testing organizations, and educational or governmental agencies. Results were reported across and within work setting, degree, and other demographic and background factors that may influence work, behavior, and compensation in educational measurement and assessment.     

充分发挥高校先进典型宣传的德育功能

典型宣传是高校德育多种渠道中较为常见的一种。但当前高校先进典型宣传工作存在一些制约其德育功能发挥的问题,因此要加强对高校典型宣传有效发挥德育功能的途径探索,不断提升高校典型宣传的效果。     

Preparing the Next Generation of Educational Measurement Specialists: A Call for Programs With an Integrated Scope and Sequence

The field of educational measurement has evolved considerably since the first doctoral programs were established. In response, programs have typically tacked on courses that address newly developed theories, methods, tools, and techniques. As our review of current programs evidences, this approach produces artificial distinctions among topics and techniques that are in fact a tightly coupled whole. This position paper advocates a redesign of the scope and sequence for doctoral programs focused on the preparation of the next generations of educational measurement specialists; a redesign that reflects the full life‐cycle of instrument development and use.     

从教育测验到教育评论相关概念及其关系的辨析

人类对教育进行事实判断和价值判断,走过了从教育测验到教育评论的历程,形成了教育测验、教育统计、教育测量、教育评估、教育评价、教育评论理论,并且这一学科群落已经形成。但由于这些理论和学科群落并不成熟,许多人对该学科群落的相关概念及其关系认识不清。因此,很有必要从多角度对该学科群落的相关概念及其关系进行辨析,并对该学科群落建设进行有益的探索。     

教育舆情研究:从兴起到有效的路径探索

教育舆情研究已由萌芽阶段进入到兴起阶段,但规范的教育舆情研究尚未形成。教育舆情研究要从研究主体、研究对象和研究手段等方面加以规范,规范的教育舆情研究会提升舆情效度。教育舆情的有效性来自于信息采集和舆情分析两个环节,需要专业的研究主体和研究手段,逐步形成相应的研究范式。这是教育政策决策的需要,也是教育治理过程中关注民生,体恤草根意愿的必然选择。     

初一学生测量估计能力的教学干预

测量能力是把待测定的量同一个作为标准的同类量进行比较的能力,保证了数和量之间新的一系列联系的形成.经过教学干预,初中生的估测能力可得到显著提高:在任务形式、题目形式、性别、学业水平中表现出了一致的提升,但在具体提升程度上存在一些差异;在性别、问题形式和学业水平因素上,教学干预中要充分考虑多种因素,恰当运用不同方法,因材施教;对初中生进行估测的教学干预训练是可行的和有效的,在教育中应注意这方面能力的重视和培养.     

教育测量理论应用于高考改革实践若干问题的探讨

针对高考改革实践中涌现的一些焦点问题,对目前教育测量理论与技术指导高考改革实践发挥作用的局限性进行学理上的阐述,包括项目反应理论能否应用于高考、考试时长的确定、学业水平等级性考试分数转换、情境化命题、语文写作评分、合成总分录取等。对这些问题的澄清,有助于提升运用教育测量理论指导高考改革实践的针对性和有效性。     

Instructional Topics in Educational Measurement (ITEMS) Module: Using Automated Processes to Generate Test Items

Changes to the design and development of our educational assessments are resulting in the unprecedented demand for a large and continuous supply of content‐specific test items. One way to address this growing demand is with automatic item generation (AIG). AIG is the process of using item models to generate test items with the aid of computer technology. The purpose of this module is to describe and illustrate a template‐based method for generating test items. We outline a three‐step approach where test development specialists first create an item model. An item model is like a mould or rendering that highlights the features in an assessment task that must be manipulated to produce new items. Next, the content used for item generation is identified and structured. Finally, features in the item model are systematically manipulated with computer‐based algorithms to generate new items. Using this template‐based approach, hundreds or even thousands of new items can be generated with a single item model.