谁的价值观和什么价值观?推进和说明教育评价标准的明确规定

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Emily F. Gates , Rebecca M. Teasdale , Clara Shim , Haylea Hubacz
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引用次数: 0

摘要

本文探讨了如何明确教育评估标准这一理论和实践问题。参与教育活动并受其影响的人和团体,通常会对优质或成功的活动意味着什么这一问题持不同的价值观。这就提出了一个挑战,即在制定标准时如何平衡不同的价值观并确定其优先次序。为了应对这一挑战,我们提出了一个框架和流程,其中包括系统地考虑标准的多个来源(即谁和在哪里)和领域(如设计、结果),然后在评价中明确定义标准。我们举例说明了这一框架在三项评估中的应用:高中数学教师项目、K-12 校长职业发展计划以及研究生水平的在线医疗保健管理项目。该框架和图示共同为加强教育评价中的明确标准规范提供了指导,并强调了未来的发展方向。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Whose and what values? Advancing and illustrating explicit specification of evaluative criteria in education

This paper addresses the theoretical and practical question of how to specify criteria used in educational evaluations. People and groups involved in and affected by an educational initiative typically bring different values to bear on the question of what a quality or successful initiative means. This poses a challenge of balancing and prioritizing between differing values when specifying criteria. To address this challenge, we present a framework and process that involves systematic consideration of multiple sources of criteria (i.e., who and where) and domains (e.g., design, outcomes) followed by explicitly defining criteria within an evaluation. We illustrate our use of this framework in three evaluations: a high school mathematics teacher program, K-12 principal professional development initiatives, and a graduate-level online healthcare administration program. Together, the framework and illustrations provide guidance and highlight future directions for strengthening explicit criteria specification in educational evaluation.

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来源期刊
CiteScore
6.90
自引率
6.50%
发文量
90
审稿时长
62 days
期刊介绍: Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.
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