教育元评估的理论与实践研究

发布时间：2018-07-11 16:56

本文选题：教育元评估 + 理论　；参考：《华东师范大学》2010年博士论文

【摘要】： 本研究立足现实,审视了我国教育评估实践领域中面临的现实困境,分析了教育评估专业化发展过程中的瓶颈问题,试图探索一条能推进我国教育评估规范发展的路径——教育元评估。教育元评估的本质是依据教育评估的专业标准,对教育评估进行价值判断,教育元评估的目的是改善教育评估活动,提升教育评估质量,最大程度发挥教育评估功能。对教育元评估的重视是教育评估理论与实践走向成熟的重要标志。本研究对于促进教育评估理论体系的完善,指导教育评估实践领域的优化,将具有一定的开拓意义,同时也期望教育元评估的实证研究,能为教育评估学术界和实践者提供一个系统反思和理性提升的工具,并进一步推动教育评估迈向科学化、专业化和规范化的发展之路。本研究从理论基础分析、制度层面借鉴和实证操作探索三个层次开展了相关研究。在理论基础分析部分,对“元”意识的哲学内涵进行了较为深入的阐释,明确了元评估是对评估本身的一种反思和总结,是更高一层次的批判和审视,是通过发挥分析的科学功能去推动教育评估理论自身的完善和发展。同时,从系统科学的控制论中寻找到反馈控制原理作为教育元评估的方法论基础,从而推演出教育元评估在整个教育评估复杂系统中不可替代的重要作用,体现了教育元评估在优化和改进教育评估活动中的实践价值。在制度借鉴的研究部分,研究探讨了美国教育元评估的标准化发展历程和荷兰教育元评估的制度化形成特点,因为元评估的标准化是推进美国教育评估行业自律和教育评估专业化的重要途径,而荷兰高等教育元评估制度作为整个国家高等教育质量保障体系的一个重要组成部分,对改善和提升高等教育质量发挥了极其重要的作用。期望这些探究能为我国构建教育元评估制度,加强教育评估专业化发展产生重要的借鉴作用。在最后的实证研究部分,采用Delphi法研制了一套符合我国地域文化特点和教育评估现状的教育元评估指标,作为实践教育元评估的工具,并通过个案分析,选取了上海市民办职业培训机构诚信等级评定进行元评估实证研究,从目标适切性、方案可行性、过程精确性和结果有效性四项基本要素的角度,对原评估的质量进行了评判,为原评估的委托方、结果使用者和评估专业机构提供了有益建议,也作为教育元评估指标的一次试测,提供了元评估的实践操作范本。
[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.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2010
【分类号】：G40

【引证文献】