基于学生成长百分等级模型的学业进步评价
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摘要
评价学生学业成长情况一直是教育评价领域的研究热点和难点,然而我国在这方面的理论研究和实际应用均存在诸多不足。在总结我国当前评价学生学业成长常用的几种方法及其存在问题的基础上,重点介绍发端于美国并得到广泛应用的学生成长百分等级模型。学生成长百分等级模型的基本思想是在同类学生群体中比较进步情况,采用分位数回归模型分析学生的纵向成绩数据,其优势主要有:原理易于理解,结果容易解释,能确保评价的公平性,且不需要垂直等值。学生成长百分等级模型在实际应用中还存在一定的不足,有待进一步研究。
Evaluating students' academic growth has always been a hot and difficult topic in the field of educational assessment. However, there is a lack of theoretical research and practical application in this field in China. On the basis of summarizing several methods commonly used in evaluating students' academic growth and their problems in China, this paper focuses on the student growth percentiles method which originated in the United States and has been widely used. The basic idea of student growth percentiles method is to describe a student's growth by examining their current achievement relative to their academic peers—those students with identical prior achievement. The main advantages of this method are as follows: the principle is easy to understand, the results are easy to explain, evaluation can be ensured, a vertical scale is not required, etc. In addition, there are still some shortcomings in the application of the student growth percentiles method, which needs further study.
Evaluating students' academic growth has always been a hot and difficult topic in the field of educational assessment. However, there is a lack of theoretical research and practical application in this field in China. On the basis of summarizing several methods commonly used in evaluating students' academic growth and their problems in China, this paper focuses on the student growth percentiles method which originated in the United States and has been widely used. The basic idea of student growth percentiles method is to describe a student's growth by examining their current achievement relative to their academic peers—those students with identical prior achievement. The main advantages of this method are as follows: the principle is easy to understand, the results are easy to explain, evaluation can be ensured, a vertical scale is not required, etc. In addition, there are still some shortcomings in the application of the student growth percentiles method, which needs further study.
引文
[1] HOFFER T B, HEDBERG E C, BROWN K L, et al. Final Report on the Evaluation of the Growth Model Pilot Project[R]. Washington,DC:U. S. Department of Education, 2011.
[2] SPELLINGS M. Secretary Spellings announces growth model pilot.[EB/OL].(2015-11-18)[2018-06-10]. http://www2. ed. gov/news/pressreleases/2005/11/11182005.html.
[3] LOCKWOOD J R, CASTELLANO K E. Alternative Statistical Frameworks for Student Growth Percentile Estimation[J]. Statistics and Public Policy, 2015, 2(1):1-9.
[4]王晓平,齐森,谢小庆.美国学校“成长测量”的7种主要方法[J].中国考试, 2018(6):21-27.
[5] CASTELLANO K E, HO A D. A Practitioner’s Guide to Growth Models[R]. Washington, DC:Council of Chief State School Officers,2013.
[6]权小娟,朱晓文.大学生学习成绩变化趋势及其影响因素的实证研究[J].复旦教育论坛, 2016, 14(5):45-51.
[7]季靖.大学生学业成绩变化的实证研究:基于北京某高校的考察[J].教育学术月刊, 2018(2):71-80.
[8]徐自生.对不同生源学校教学质量评价方法的设想和设计[J].上海教育科研, 1986(4):30-31.
[9]王宇.上海市中学生学业成绩特征及影响因素的研究[D].上海:华东师范大学, 2008.
[10]张志霞,许童羽,朴在林,等.高等学校学生成绩分析方法的研究[J].沈阳农业大学学报:社会科学版, 2008, 10(3):322-324.
[11]傅四保,许琼来,李保升.大学生学习成绩等分组间的长期变动性研究[J].北京邮电大学学报:社会科学版, 2011, 13(3):103-106.
[12]孟雯娉,王朝阳.区域内学校高考成绩评价方法研究[J].教育实践与研究(B), 2016(7):5-8.
[13]马晓强,彭文蓉,托马斯.学校效能的增值评价:对河北省保定市普通高中学校的实证研究[J].教育研究, 2006(10):77-84.
[14]辛涛,张文静,李雪燕.增值性评价的回顾与前瞻[J].中国教育学刊, 2009(4):40-43.
[15] BETEBENNER D W. A Technical Overview of the Student Growth Percentile Methodology:Student Growth Percentiles and Percentile Growth Projections Trajectories[R]. Dover, New Hampshire:The National Center for the Improvement of Educational Assessment, 2011.
[16]焦璨,王宣承,张敏强,等.分位数回归:心理统计方法的重要补充[J].中国考试, 2009(1):9-15.
[17]张敏强,王宣承.异方差条件下两种回归方法的比较[J].统计与决策, 2011(12):9-12.
[18] BETEBENNER D W. Norm-and Criterion-Referenced Student Growth[J]. Educational Measurement:Issues and Practic, 2009, 28(4):42-51.
[19] KURTZ M D. Value-Added and Student Growth Percentile Models:What Drives Differences in Estimated Classroom Effects?[J].Statistics and Public Policy, 2018, 5(1):1-8.
[20] CASTELLANO K E, HO A D. Contrasting OLS and Quantile Regression Approaches to Student“Growth”Percentiles[J]. Journal of Educational and Behavioral Statistics, 2013, 38(2):190-215.
[21] SHANG Y, VANIWAARDEN A, BETEBENNER D W. Covariate Measurement Error Correction for Student Growth Percentiles Using the SIMEX Method[J]. Educational Measurement:Issues and Practice, 2015, 34(1):4-14.
[22] EHLERT M, KOEDEL C, PARSONS E, et al. Selecting Growth Measures for School and Teacher Evaluations:Should Proportionality Matter?[J]. Educational Policy, 2016, 30(3):465-500.
[23] RECKASE M D. The Real World Is More Complicated than We Would Like[J]. Journal of Educational and Behavioral Statistics,2014, 29(1):117-120.
[2] SPELLINGS M. Secretary Spellings announces growth model pilot.[EB/OL].(2015-11-18)[2018-06-10]. http://www2. ed. gov/news/pressreleases/2005/11/11182005.html.
[3] LOCKWOOD J R, CASTELLANO K E. Alternative Statistical Frameworks for Student Growth Percentile Estimation[J]. Statistics and Public Policy, 2015, 2(1):1-9.
[4]王晓平,齐森,谢小庆.美国学校“成长测量”的7种主要方法[J].中国考试, 2018(6):21-27.
[5] CASTELLANO K E, HO A D. A Practitioner’s Guide to Growth Models[R]. Washington, DC:Council of Chief State School Officers,2013.
[6]权小娟,朱晓文.大学生学习成绩变化趋势及其影响因素的实证研究[J].复旦教育论坛, 2016, 14(5):45-51.
[7]季靖.大学生学业成绩变化的实证研究:基于北京某高校的考察[J].教育学术月刊, 2018(2):71-80.
[8]徐自生.对不同生源学校教学质量评价方法的设想和设计[J].上海教育科研, 1986(4):30-31.
[9]王宇.上海市中学生学业成绩特征及影响因素的研究[D].上海:华东师范大学, 2008.
[10]张志霞,许童羽,朴在林,等.高等学校学生成绩分析方法的研究[J].沈阳农业大学学报:社会科学版, 2008, 10(3):322-324.
[11]傅四保,许琼来,李保升.大学生学习成绩等分组间的长期变动性研究[J].北京邮电大学学报:社会科学版, 2011, 13(3):103-106.
[12]孟雯娉,王朝阳.区域内学校高考成绩评价方法研究[J].教育实践与研究(B), 2016(7):5-8.
[13]马晓强,彭文蓉,托马斯.学校效能的增值评价:对河北省保定市普通高中学校的实证研究[J].教育研究, 2006(10):77-84.
[14]辛涛,张文静,李雪燕.增值性评价的回顾与前瞻[J].中国教育学刊, 2009(4):40-43.
[15] BETEBENNER D W. A Technical Overview of the Student Growth Percentile Methodology:Student Growth Percentiles and Percentile Growth Projections Trajectories[R]. Dover, New Hampshire:The National Center for the Improvement of Educational Assessment, 2011.
[16]焦璨,王宣承,张敏强,等.分位数回归:心理统计方法的重要补充[J].中国考试, 2009(1):9-15.
[17]张敏强,王宣承.异方差条件下两种回归方法的比较[J].统计与决策, 2011(12):9-12.
[18] BETEBENNER D W. Norm-and Criterion-Referenced Student Growth[J]. Educational Measurement:Issues and Practic, 2009, 28(4):42-51.
[19] KURTZ M D. Value-Added and Student Growth Percentile Models:What Drives Differences in Estimated Classroom Effects?[J].Statistics and Public Policy, 2018, 5(1):1-8.
[20] CASTELLANO K E, HO A D. Contrasting OLS and Quantile Regression Approaches to Student“Growth”Percentiles[J]. Journal of Educational and Behavioral Statistics, 2013, 38(2):190-215.
[21] SHANG Y, VANIWAARDEN A, BETEBENNER D W. Covariate Measurement Error Correction for Student Growth Percentiles Using the SIMEX Method[J]. Educational Measurement:Issues and Practice, 2015, 34(1):4-14.
[22] EHLERT M, KOEDEL C, PARSONS E, et al. Selecting Growth Measures for School and Teacher Evaluations:Should Proportionality Matter?[J]. Educational Policy, 2016, 30(3):465-500.
[23] RECKASE M D. The Real World Is More Complicated than We Would Like[J]. Journal of Educational and Behavioral Statistics,2014, 29(1):117-120.
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