美国教育的问责制和评估:让我们不要让另一场危机白白浪费!

IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
H. Braun, Scott F. Marion
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引用次数: 2

摘要

由于COVID-19大流行,美国的州教育系统经历了重大中断。在2020-21学年期间和结束时进行的评估结果显示,有大量“未完成的学习”,弱势和边缘化学生的损失普遍更大。各州的评估体系强烈倾向于满足联邦问责制的要求,特别是全州范围内年终测试结果的可比性,这严重限制了创新。疫情导致问责暂停两年,这为从根本上重新思考学校问责提供了机会,使各国能够更灵活地制定创造性干预措施和更平衡的评估系统,以更好地支持学生学习。在可比性和地方灵活性之间进行新的权衡是姗姗来迟的,特别是考虑到当前系统在促进学习和缩小成绩差距方面的糟糕记录。我们提供了一些例子来说明如何进行权衡,以及由此带来的潜在好处。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Accountability and assessment in U.S. education: let’s not allow another crisis go to waste!
ABSTRACT State education systems in the U.S. experienced major disruptions due to the COVID-19 pandemic. Results from assessments administered during, and at the conclusion of, the 2020-21 school year indicate substantial ‘unfinished learning’, with the losses generally greater among disadvantaged and marginalized students. States’ assessment systems are strongly tilted toward meeting Federal accountability requirements, especially state-wide comparability of end-of year test results, which severely limits innovation. The two-year pause in accountability due to the pandemic presents an opportunity to radically rethink school accountability, allowing states greater flexibility in developing creative interventions and more balanced assessment systems to better support student learning. A new trade-off between comparability and local flexibility is long overdue, especially given the poor record of the current system in promoting learning and closing achievement gaps. We offer some examples of how the trade-off can be accomplished and the potential benefits that would ensue.
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来源期刊
Assessment in Education-Principles Policy & Practice
Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.70
自引率
3.10%
发文量
29
期刊介绍: Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.
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