学前教育的质量与表现性评价──以幼儿园过程性质量评价为例

Constructing A Performance Assessment Tool to Measure Preschool　Process Quality

科学的学前教育质量评价工具可以为幼儿园质量的提高提供重要信息,具有重要的实践意义和理论价值。本研究运用威尔进四步法构建了《幼儿园教学观察表》, 尝试时幼儿园教师课堂互动中的态度和行为进行表现性评价。观察员对来自某省120 所幼儿园的近千名幼儿教师进行了观察评分。初步结果表明, 该观察表具有一定的信度和效度, 可以此为基础进一步发展幼儿园过程性质量的表现性评价工具。此外, 本文详细论述了观察表的制定过程和信效度验证, 旨在促进我国关于科学构建学前教育质量评价工具、完善评价标准的进一步讨论和研究。

Well-designed measurement tools for preschool quality can not only scientifically evaluate the early education programs but also provide valuable information on how to improve their quality. Using Wilson's Four-Building-Blocks approach, this study constructed a performance assessment, called the Preschool Classroom Observation Protocol, to evaluate teacher's attitude and behavior during classroom interaction. Outside observers rated hundreds of preschool teachers. The initial results suggested that the Observation Protocol has a reasonably high reliability and good validity. This Protocol can be further developed to measure a wider scope of preschool teacher's process quality. Through discussion on the steps of instrument construction and validation, this paper aims to call for more attention on scientific methods to construct　measurement tools and to improve professional standards for early childhood education　quality.