| 王嘉琦，李 刚.教师增值评价素养：内涵结构与发展策略[J].上海教育评估研究,2023,12(6):1-6 |
| 教师增值评价素养：内涵结构与发展策略 |
| Teachers' Value-added Evaluation Literacy: Connotation Structure and Development Strategy |
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| DOI： |
| 中文关键词: 增值评价 教育评价 评价素养 教师评价 |
| 英文关键词:Value-added evaluation Educational evaluation Evaluation literacy Teacher evaluation |
| 基金项目:东北师范大学研究生培养“揭榜领题”项目“基于循证实践的V-EBP专业学位研究生教育质量增值评价体系构建——小学教育专业研究生为例”（423-131007543）。 |
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| 中文摘要: |
| 依据相关模型的框架搭建了包括伦理素养、组织素养、合作素养、循证素养与反思素养五大素养在内的结构模型，其中各素养依次回应了增值评价“为何评”“如何评”“有效评”“科学评”“高效评”的问题。当前可以从外部支撑的推进、良性环境的营设和教师行动的强化三个层面来促进教师增值评价素养的发展。 |
| 英文摘要: |
| Based on the relevant model framework, this study builds a structural model including five major literacies: ethical literacy, organizational literacy, cooperative literacy, evidence-based literacy and reflective literacy, and each literacy responds to the question of value-added evaluation, such as why evaluating, how to evaluate as well as the effectiveness, scientificity and efficiency of evaluation. At the same time, we can promote the development of teachers' value-added evaluation literacy from three aspects: the promotion of external support, the establishment of a benign environment and the strengthening of teachers' action. |
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