本文選題：教育元評估 + 理論　； 參考：《華東師范大學》2010年博士論文

【摘要】： 本研究立足現實,審視了我國教育評估實踐領域中面臨的現實困境,分析了教育評估專業(yè)化發(fā)展過程中的瓶頸問題,試圖探索一條能推進我國教育評估規(guī)范發(fā)展的路徑——教育元評估。教育元評估的本質是依據教育評估的專業(yè)標準,對教育評估進行價值判斷,教育元評估的目的是改善教育評估活動,提升教育評估質量,最大程度發(fā)揮教育評估功能。對教育元評估的重視是教育評估理論與實踐走向成熟的重要標志。本研究對于促進教育評估理論體系的完善,指導教育評估實踐領域的優(yōu)化,將具有一定的開拓意義,同時也期望教育元評估的實證研究,能為教育評估學術界和實踐者提供一個系統(tǒng)反思和理性提升的工具,并進一步推動教育評估邁向科學化、專業(yè)化和規(guī)范化的發(fā)展之路。 本研究從理論基礎分析、制度層面借鑒和實證操作探索三個層次開展了相關研究。在理論基礎分析部分,對“元”意識的哲學內涵進行了較為深入的闡釋,明確了元評估是對評估本身的一種反思和總結,是更高一層次的批判和審視,是通過發(fā)揮分析的科學功能去推動教育評估理論自身的完善和發(fā)展。同時,從系統(tǒng)科學的控制論中尋找到反饋控制原理作為教育元評估的方法論基礎,從而推演出教育元評估在整個教育評估復雜系統(tǒng)中不可替代的重要作用,體現了教育元評估在優(yōu)化和改進教育評估活動中的實踐價值。 在制度借鑒的研究部分,研究探討了美國教育元評估的標準化發(fā)展歷程和荷蘭教育元評估的制度化形成特點,因為元評估的標準化是推進美國教育評估行業(yè)自律和教育評估專業(yè)化的重要途徑,而荷蘭高等教育元評估制度作為整個國家高等教育質量保障體系的一個重要組成部分,對改善和提升高等教育質量發(fā)揮了極其重要的作用。期望這些探究能為我國構建教育元評估制度,加強教育評估專業(yè)化發(fā)展產生重要的借鑒作用。 在最后的實證研究部分,采用Delphi法研制了一套符合我國地域文化特點和教育評估現狀的教育元評估指標,作為實踐教育元評估的工具,并通過個案分析,選取了上海市民辦職業(yè)培訓機構誠信等級評定進行元評估實證研究,從目標適切性、方案可行性、過程精確性和結果有效性四項基本要素的角度,對原評估的質量進行了評判,為原評估的委托方、結果使用者和評估專業(yè)機構提供了有益建議,也作為教育元評估指標的一次試測,提供了元評估的實踐操作范本。
[Abstract]:Based on reality, this study examines the practical difficulties in the field of educational evaluation in China, and analyzes the bottleneck problems in the process of professional development of educational evaluation. This paper attempts to explore a path that can promote the development of educational evaluation norms in China-educational meta-evaluation. The essence of educational meta-assessment is to judge the value of educational evaluation according to the professional standard of educational evaluation. The purpose of educational meta-evaluation is to improve the activities of educational evaluation, improve the quality of educational evaluation, and give full play to the function of educational evaluation. The importance of educational meta-assessment is an important symbol of the maturation of educational evaluation theory and practice. This study is of great significance for improving the theoretical system of educational evaluation and guiding the optimization of educational evaluation practice. At the same time, it also expects the empirical study of educational meta-assessment. It can provide a tool of systematic reflection and rational improvement for the academic circles and practitioners of educational evaluation, and further promote the development of educational evaluation towards a scientific, professional and standardized way. This research has carried out the related research from the theoretical foundation analysis, the system level reference and the demonstration operation exploration. In the part of theoretical basis analysis, the philosophical connotation of "meta-consciousness" is explained in depth, and it is clear that meta-evaluation is a reflection and summary of evaluation itself, and a higher level of criticism and examination. It is through exerting the scientific function of analysis to promote the perfection and development of educational evaluation theory itself. At the same time, from the cybernetics of system science, the principle of feedback control is found as the methodological basis of educational meta-evaluation, and the important role of EMA in the whole complex system of educational evaluation is deduced. It reflects the practical value of educational meta-evaluation in optimizing and improving educational evaluation activities. In the research part of institutional reference, the paper discusses the development of standardization of educational meta-assessment in the United States and the characteristics of institutionalization of educational meta-assessment in the Netherlands. Because the standardization of meta-assessment is an important way to promote self-discipline and professionalization of educational evaluation in the United States, and the Dutch meta-evaluation system of higher education is an important part of the quality assurance system of higher education in the whole country. It plays an extremely important role in improving and improving the quality of higher education. It is hoped that these explorations can provide an important reference for the construction of educational meta-evaluation system and the strengthening of the professional development of educational evaluation in China. In the last part of the empirical study, a set of educational meta-evaluation indexes, which accord with the characteristics of regional culture and the present situation of educational evaluation in China, are developed by using Delphi method as a tool of practical educational meta-assessment, and the case study is carried out. This paper selects the credit grade evaluation of private vocational training institutions in Shanghai to carry on the meta-evaluation empirical research, and evaluates the quality of the original evaluation from the four basic factors of goal suitability, scheme feasibility, process accuracy and result validity. It provides useful suggestions for the principal of the original evaluation, the users of the results and the professional organizations of evaluation, and also provides a practical model for the meta-evaluation as a test of the educational meta-evaluation index.
【學位授予單位】：華東師范大學
【學位級別】：博士
【學位授予年份】：2010
【分類號】：G40

【引證文獻】

相關期刊論文 前2條

1 范輝君;;高職人才培養(yǎng)水平評估的元評估研究[J];重慶電子工程職業(yè)學院學報;2012年01期

2 霍國強;;我國教育元評價的實踐缺失及對策思考[J];教育發(fā)展研究;2012年Z2期

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本文編號：2115948