美国中小学教育绩效评价制度改革及启示──以马里兰州绩效责任政策为例

Reform on the System of the Performance Assessment in Primary and Secondary Schools in America: A Case Study of Maryland

美国基础教育评价改革的目标是建立基于课程标准的学生学业成就评价和教育绩效责任机制。学业评价体系的基本框架可划分为四大系统：绩效目标系统、评价系统、报告系统和支持系统。美国教育绩效政策的行程有政治、经济和文化原因；学校及相关责任主体追求本体利益，绩效制度缺乏内在张力；绩效政策的假设也存在学理性质疑。蛋期孕育的业绩文化和绩效责任文化对我国基础教育评价改革有许多有益的启示。

The core target of reform on American’s educational evaluation is student’s achievement assessment and accountability mechanisms of education performance based on curriculum standards. The student’s achievement assessment includes four major parts: the performance target system， evaluation system， reporting system and supporting system. The shaping of policies on education performance in America is influenced by politics， economy and culture. Schools and the main responsibility body pursuit the ontology-related benefits， and the performance system lacks the internal tension. The potential hypothesis on performance policies has rational query too.