本文關(guān)鍵詞：教育評估公信力研究，，由筆耕文化傳播整理發(fā)布。

        轉(zhuǎn)型期中國教育評估的信任困境和基于公信力提升的評估秩序建構(gòu),是現(xiàn)階段教育評估及教育管理必須面對的頗具挑戰(zhàn)的基礎(chǔ)性問題,開展教育評估公信力研究十分必要也非常緊要。本論文綜合運(yùn)用多學(xué)科的相關(guān)理論和知識,基于文獻(xiàn)研究、思辨分析、采用開放式和半結(jié)構(gòu)訪談等方法,對教育評估實踐中的“信任難題”進(jìn)行初步的理論分析與學(xué)理回應(yīng)。本文首先描述并呈現(xiàn)了當(dāng)前社會諸領(lǐng)域出現(xiàn)的“信任危機(jī)”以及教育評估實踐中的“信任難題”,指出當(dāng)前我國教育評估存在公信力低下這一現(xiàn)實困境；在詳細(xì)回顧信任研究理論發(fā)展的基礎(chǔ)上,確立了教育評估公信力研究的問題關(guān)注。因“公信力”是漢語世界的新詞匯,本研究對“公信力”的概念界定,相近概念的辨析及公信力在教育評估概念地圖中的位置坐標(biāo)等予以較多著墨。研究細(xì)致分析了教育評估實踐的公信力訴求及其特性,揭示公信力這一概念的公共性、關(guān)系性、整合性以及教育評估公信力提升的艱巨性。其次,對教育評估公信力的影響要素進(jìn)行解釋性建構(gòu)。本研究以評估相對人、利益相關(guān)者及社會公眾對教育評估的期望為出發(fā)點,對評估參與者的誠信與誠實、評估活動的公正與準(zhǔn)確、權(quán)威與利害,評估過程中的參與協(xié)商及輿情引導(dǎo)等進(jìn)行詳細(xì)論證,對社會系統(tǒng)性因素,如傳統(tǒng)的信任文化及特點、教育規(guī)模與價值觀多元等進(jìn)行了探討。研究發(fā)現(xiàn),我國教育評估在“去行政化”的轉(zhuǎn)型過程中,人們對評估的期望正在發(fā)生變化,這直接促成教育評估公信力的信任結(jié)構(gòu)變遷。影響要素的分析為教育評估公信力提升途徑的探討奠定基礎(chǔ)。再次,研究結(jié)合評估發(fā)展四階段的劃分,指出教育評估公信力的信任指向分別對應(yīng)于測量、描述、判斷、價值協(xié)商等層級,人們的普遍信任在教育評估“硬核”與“保護(hù)帶”上存在著結(jié)構(gòu)性的差異,研究還概括了威懾型公信力、批判型公信力,以及自致型公信力的關(guān)鍵特征及其效應(yīng)。強(qiáng)調(diào)區(qū)分公信力層級結(jié)構(gòu)及品質(zhì)類型的必要性和重要性在于揭示公眾普遍信任指向及信任標(biāo)準(zhǔn)的差異。在此基礎(chǔ)上,研究對評估公信力現(xiàn)象進(jìn)行了歷史及中外比較,還對評估公信力的雙重面相,即普遍信任與廣泛質(zhì)疑共存之悖論狀態(tài)進(jìn)行了分析解釋。伴隨社會轉(zhuǎn)型的持續(xù)推進(jìn),公眾的質(zhì)疑能力和輿論環(huán)境對評估公信力亦將產(chǎn)生影響。教育評估與信任問題關(guān)聯(lián)密切,本文論證了教育評估中的有限信任及其特征。基于人類才德的非完善性,教育評估中的有限信任是合理的,相比于充分信任與不信任具有比較優(yōu)勢。研究分析并揭示出評估實踐中不信任與信任膠合共生這一實然狀態(tài),并對評估中信任關(guān)系的非對稱性進(jìn)行了概括,基于“辦”之責(zé)任與自由,對教育的“管、評”機(jī)制進(jìn)行了理論探討。研究指出,教育及學(xué)術(shù)的公共屬性要求管理主體履行底線意義上的監(jiān)管職責(zé),以保證教育教學(xué)及學(xué)術(shù)供給的基本水準(zhǔn)。在“辦”之資質(zhì)得以確認(rèn)的基礎(chǔ)上,“管、評”分離,管理主體應(yīng)致力于對教育評估公正秩序的維護(hù)上,嚴(yán)格限制行政權(quán)力對具體教育教學(xué)及學(xué)術(shù)活動的干預(yù)及控制�，F(xiàn)階段國內(nèi)教育評估中“管、評”失衡,選拔評優(yōu)評估供給過剩而認(rèn)可保障性評估供給嚴(yán)重不足,以致于形成“善意”的摧殘。評估公信力由信任與不信任共同驅(qū)動,不信任作為外部壓力促壓卻并不必然促進(jìn)教育評估理論與實踐的改善,教育評估發(fā)展及其公信力的提升需要優(yōu)化信任紓解不信任。這一思路有助于澄清公信力問題爭論上的誤區(qū),同時認(rèn)識和發(fā)現(xiàn)不信任之于公共治理的潛在價值,該部分的分析論證是本研究重要的觀念及理論創(chuàng)新,也是對當(dāng)前信任研究的重要補(bǔ)充。最后,從范式轉(zhuǎn)型與制度保障層面提出教育評估公信力提升的策略及途徑�；谛湃蔚膬�(yōu)化與不信任的紓解及超越,研究從明確權(quán)責(zé),規(guī)范評估公共權(quán)力,完善教育評估立法,形成評估法治體系；轉(zhuǎn)變管理職能,強(qiáng)化監(jiān)管維護(hù)良序；發(fā)展智庫,提升評估專業(yè)能力,設(shè)定評估標(biāo)準(zhǔn),改善評估信用水平；加強(qiáng)監(jiān)督制衡,防范道德風(fēng)險,創(chuàng)設(shè)誠信評估環(huán)境,增進(jìn)倫理自覺；制定執(zhí)行細(xì)則,公開評估信息,促進(jìn)互動協(xié)商,引導(dǎo)輿情民意；建立健全釋疑機(jī)制,如開放思想市場,善待批評質(zhì)疑,增設(shè)風(fēng)險論證,建立健全元評估機(jī)制等六大方面提出了我國教育評估公信力提升的策略建議。這些建議寄期望于為現(xiàn)實問題的探討提供參考。

    The Dissertation researches on the trust dilemma of education evaluation and the order construction based on the credibility improvement in the social transition, which is the challenging basic problem of the current evaluation and even education management. More researches on the evaluation credibility are very necessary and urgent. Based on the literature reviewing and analytical theorizing, along with open and semi-structured interviews, the integration of the multidisciplinary theory and knowledge, the author made a theoretical analysis of the "trust paradox "in the current practice of educational evaluation as well as relevant responses.The study firstly described the present "crisis of trust" and the "trust paradox" in educational evaluation practice, and pointed out the credibility absence dilemma of China’s education evaluation. Based on a detailed review of researches into trust development, the present study pinpointed the major issues in education credibility researches. As "credibility" is new in Chinese vocabulary, this study put more emphasis on defining "credibility" and the discrepancies between the term and related concepts, as well as its position in education evaluation concept map. The study also made a thorough analysis of the general appeal of credibility in education evaluation practice and its characteristics such as communality, relativity, comprehensiveness and arduousness in its improvement.Secondly, the study made an interpretative construction of the elements in the education evaluation credibility. Starting from the expectations by the counterparts, stakeholders, and the general public, the paper dwelled on such necessary qualities as honesty and credibility of the evaluation participants, fairness and accuracy, authority and stakes of the evaluation process, and involvement and negotiation as well as the general opinion guidance. The study also probed into the systematic social elements like traditional trust culture and its features, educational scale and value pluralism. The study found that the expectations of evaluation are being changed in the ongoing "de-administrationalization" transformation process, which led directly to the public trust structure changes in the education evaluation credibility. Analysis of the credibility elements paved the way for further discussion on the approaches to the betterment of education evaluation.Thirdly, supported by the Guba and Lincoln’s division about the four stages in the evaluation development, the study proposed that the trust point of education evaluation credibility corresponds to the measurement, description, judgment, and the value negotiation, and the public trust in the education evaluation allows for structural difference in "core" and "protection zone". Besides, the study outlined three type of credibility like deterrence credibility, criticism credibility, as well as self-induced credibility and respective characteristics and its role. This interpretation model emphasizes the necessity and importance of the distinction of the level and quality of structure. On this basis, the dissertation made a chronological analysis and cross-cultural comparison. The duality nature of credibility (the paradox of simultaneity of universal trust and general questioning) is also explained. With the progress of social transformation, the ability to question by the public and the general opinion environment will have an impact on the evaluation credibility.As trust issue is closely associated with education evaluation, the paper elaborated on the limited trust and its features. In light of the imperfection of human intelligence and virtue, the limited trust is reasonable in education evaluation, and enjoys a comparative advantage compared to the full trust and distrust. This research revealed the actual agglutination state of the distrust and trust in the evaluation practice, and sketched the asymmetry of the trust relationship. A theoretical analysis was given as to the education administration-evaluation mechanism based on the responsibility of schools, teachers&students and corresponding freedom. The study pointed out that the public property of education and academic requirements of the management body expects administrative bodies to perform bottom line supervisory duties in order to ensure a basic level of teaching and academic supply. On the basis of the qualification recognization, administrative-evaluation must be separated. The administrative bodies should be committed to the maintenance of education evaluation justice and order, and strictly refrained from interfering and controlling specific teaching and academic activities. The prevailing imbalance between administration and evaluation in present domestic education evaluation, the oversupply of performance evaluation contrasted with a severe shortage of accountability led to well-meant ruins. Education credibility is driven by trust and distrust. Distrust, as an external force, may not necessarily lead to the improvement of education evaluation theories and practice. The progress of education evaluation and improvement of credibility depends on the optimization of trust and dissolution of distrust. The new ideas help to clarify the misunderstandings on the credibility controversy, to recognize the potential value of distrust in public governance. The analysis and argument of the part is the important concepts and theoretical contribution, as well as an important supplement of the current trust research.Finally, the study proposed some strategies and approaches to the improvement of the education evaluation credibility from the paradigm shift and the system protection. Based on the trust enhancement, distrust dissolution and transcension, the study put forward the following six suggestions to improve the credibility in our educational evaluation. They are1) clarifying power and responsibility, standardizing evaluation power, perfecting education evaluation legislation and building law system;2) transforming administrative roles and strengthening supervision to safeguard order;3) developing an Education Evaluation Think Tanks to enhance the evaluation professional competence, and establishing the criteria to improve the fiduciary responsibility;4) reinforcing supervision to prevent moral hazards, shaping honest evaluation environment, enhancing ethical consciousness;5) stipulating implementation details, publicizing evaluation information, promoting faculty involvement, interactive consultation and properly guiding public opinions;6) establishing and improving the doubts-resolution mechanisms, such as an open marketplace of ideas, a favorable treatment of criticisms and questions, an addition of risk analysis, and proper establishment and improvement of meta-evaluation mechanism. Hopefully, these suggestions will serve as a good reference to relevant problems in our real life.

教育評估公信力研究

論文摘要6-8ABSTRACT8-10第一章 緒論14-52    第一節(jié) 研究背景與問題的提出14-22        一 轉(zhuǎn)型社會各領(lǐng)域的“信任危機(jī)”14-15        二 教育及評估實踐的“信任難題”15-20        三 教育評估困境之“公信力密鑰”20-22    第二節(jié) 研究論域的論述與評析22-44        一 信任及公信力研究的述與評22-34        二 教育評估公信力研究的述與評34-44    第三節(jié) 分析框架及研究問題44-47        一 研究的分析框架45        二 研究的主要問題45-47    第四節(jié) 立論方法與研究意義47-52        一 研究思路與方法47-50        二 論文的研究意義50-52第二章 核心概念的界定及其屬性52-70    第一節(jié) 教育評估公信力的概念界定52-61        一 “教育評估”及雙重屬性52-55        二 “公信力”的詞義解析55-58        三 教育評估公信力的界定58-61    第二節(jié) 教育評估實踐中的信任訴求61-64        一 評估類型及其信任訴求61-63        二 作為信任品的教育評估63-64    第三節(jié) 概念辨析及評估公信力的特性64-70        一 相近概念及其辨析65-66        二 公信力的位置坐標(biāo)66-68        三 評估公信力的特性68-70第三章 教育評估信任狀態(tài)的影響要素70-110    第一節(jié) 施信者的評估期望及信任特征70-78        一 施信者的評估期望70-74        二 施信者的信任特征74-78    第二節(jié) 評估主體的誠信、公正與權(quán)威78-92        一 誠實與誠信：公信力的倫理認(rèn)同78-81        二 公正與準(zhǔn)確：公信力的專業(yè)信服81-86        三 權(quán)威與利害：公信力的利益依賴86-92    第三節(jié) 評估中的參與協(xié)商及輿情引導(dǎo)92-100        一 評估的公共參與及價值協(xié)商92-95        二 評估輿論的形成及輿情引導(dǎo)95-100    第四節(jié) 社會系統(tǒng)性因素對評估的影響100-110        一 傳統(tǒng)的信任與評估文化100-107        二 教育規(guī)模與價值觀多元107-110第四章 教育評估的信任結(jié)構(gòu)及比較評析110-148    第一節(jié) 教育評估的信任結(jié)構(gòu)及其指向110-126        一 基于四階段的教育評估之信任層級111-119        二 評估的“硬核”“保護(hù)帶”與信任指向119-126    第二節(jié) 信任標(biāo)準(zhǔn)及評估公信力的類型126-132        一 威懾型公信力及其特征127-128        二 批判型公信力及其特征128-130        三 自致型公信力及其特征130-132    第三節(jié) 教育評估公信力的比較及評析132-148        一 評估被信任狀態(tài)的變遷及思考133-139        二 評估公信力的中外比較及借鑒139-143        三 評估公信力的雙重面相及改進(jìn)143-148第五章 教育評估中的有限信任及其機(jī)制148-187    第一節(jié) 基于非完善之人類才德的有限信任及特征148-159        一 評估中有限信任的合理性148-153        二 不信任與信任常膠合共生153-155        三 評估信任關(guān)系的非對稱性155-159    第二節(jié) 基于“辦”之責(zé)任與自由的“管評”機(jī)制159-176        一 督促責(zé)任的履行：“管”對“辦”之資質(zhì)的監(jiān)管160-166        二 確保自由的競爭：“管”對“評”之秩序的維護(hù)166-172        三 “管、評”失衡：選拔評優(yōu)過剩及善意的摧殘172-176    第三節(jié) 信任與不信任的效應(yīng)及評估公信力的提升176-187        一 評估公信力的雙輪驅(qū)動及信任效應(yīng)176-178        二 不信任促壓著評估理論與實踐變革178-181        三 提升公信力需紓解不信任優(yōu)化信任181-187第六章 提升公信力：范式轉(zhuǎn)型及制度保障187-233    第一節(jié) 形成評估法治體系,奠基法理信任187-196        一 明確權(quán)責(zé),規(guī)范評估公共權(quán)力188-190        二 形成法治體系,奠基法理信任190-196    第二節(jié) 強(qiáng)化監(jiān)管維護(hù)良序,轉(zhuǎn)變管理職能196-202        一 強(qiáng)化監(jiān)管,確保辦學(xué)資質(zhì)合格196-199        二 “管辦評”分離,維護(hù)評估良序199-202    第三節(jié) 提升評估專業(yè)能力,改善信用水平202-210        一 發(fā)展智庫,提升評估專業(yè)能力202-206        二 設(shè)立評估標(biāo)準(zhǔn),改善信用水平206-210    第四節(jié) 創(chuàng)設(shè)誠信評估環(huán)境,增進(jìn)倫理自覺210-217        一 創(chuàng)設(shè)誠信環(huán)境,增進(jìn)倫理自覺211-213        二 加強(qiáng)監(jiān)督制衡,防范道德風(fēng)險213-217    第五節(jié) 公開信息促進(jìn)協(xié)商,引導(dǎo)輿情民意217-225        一 制定執(zhí)行細(xì)則,公開評估信息217-219        二 促進(jìn)互動協(xié)商,引導(dǎo)輿情民意219-225    第六節(jié) 建立健全釋疑機(jī)制,提升信任品質(zhì)225-233        一 開放思想市場,善待批評質(zhì)疑225-228        二 增設(shè)風(fēng)險論證,健全元評估機(jī)制228-233第七章 結(jié)語233-239    一 研究結(jié)論及可能的創(chuàng)新之處233-236    二 研究局限及未來的研究方向236-239主要參考文獻(xiàn)239-258附錄1 部分訪談記錄258-270附錄2 攻讀學(xué)位期間發(fā)表的論文270-271致謝271-272

  本文關(guān)鍵詞：教育評估公信力研究，由筆耕文化傳播整理發(fā)布。