基于标准的评核：教育领域人力资本和能力提升的工具与方法

本文概述了一种评核概念和理论,即基于标准的评核。这种评核模式通过把学生的成绩和他们的知识、课程标准联系起来,给学生的学习成绩赋予意义。它有效地将评核的焦点从对成绩排名的关注（仅仅把学生的表现与同学相比较）转移到了对学生学习进步的关注上来。本文关注这一转变过程,并为这一评核方式的实施提供可能的策略。同时,本文认为这一评核体系将会对教育中人力资本和能力提升产生深远的影响。     

Psychosocial outcomes associated with soccer academy involvement: Longitudinal comparisons against aged matched school pupils

ABSTRACT

Despite literature highlighting numerous risks to the healthy psychosocial development of youth elite academy soccer players, little of this research is based on high-quality research designs. This study employed a prospective longitudinal cohort design to track psychosocial outcomes of academy involvement within male youth elite soccer players (n = 33, U12-U16 age groups) compared to age-matched soccer-active school pupils (n = 44) over 12 months. Participants completed questionnaires assessing the most commonly raised psychosocial concerns at four equally spaced data collection periods (T1–T4). Repeated measures multivariate analysis of variance (MANOVAs) indicated that, over the year, both groups reported a healthy and improving stress and recovery balance, as well as positive and stable needs satisfaction and physical, psychological and social well-being. Academy players reported stable positive school-related quality of life, whereas school pupils reported increases from T3 to T4. Academy players reported consistent significantly higher total athletic identity and exclusivity of identity. Findings suggest that many concerns around negative psychosocial impacts of soccer academy involvement did not materialise in this context. However, heightened athletic identities remained a concern.