頁籤選單縮合
題名 | 美國2001年No Child Left Behind Act之測驗本位績效責任制度=The Study on the Test-Based Accountability System of the No Child Left Behind Act |
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作者 | 賴志峰; Lai, Chih-feng; |
期刊 | 初等教育學刊 |
出版日期 | 20030400 |
卷期 | 14 2003.04[民92.04] |
頁次 | 頁135-159 |
分類號 | 526.1952 |
語文 | chi |
關鍵詞 | 測驗本位績效責任; 高度利害攸關測驗; 帶好每位孩子法案; Test-based accountability; High-stakes testing; No child left behind act; |
中文摘要 | 1923年,全美第一套標準化成就測驗 (史丹佛成就測驗) 出版,1965年中小學教育法 (ESEA) 制定以後,標準化成就測驗作為監控和績效責任使用,跨出重要的一步,其後,最低能力測驗方案、測驗導向教學的概念產生,1990年代教育改革,許多州基於測驗分數,建立教育人員正式的獎勵和懲罰措施,分數進步給予財政上的獎勵,表現不佳給予懲罰。2002年1月8日,美國小布希總統簽署「帶好每位孩子法案」(No Child Left Behind Act,簡稱NCLBA) ,該法強調學業表現的績效責任,州必須建立表現標準和內容標準,並實施每年度三至八年級的閱讀和數學評量,測驗本位績效責任已是美國當前教育改革政策的主軸。 本文主要探討美國2001年「帶好每位孩子法案」(NCLBA) 的測驗本位績效責任制度設計,首先,針對美國測驗本位績效責任的基本概念、發展和模式加以論述,其次,闡述該法的測驗本位績效責任制度,最後加以評析,並提出結語。 |
英文摘要 | The first standardized achievement test battery, the Stanford Achievement Test, was published in 1923. The enactment of the Elementary and Secondary Education Act (ESEA) is a key step toward the use of standardized achievement tests as monitoring measure and accountability device. Then, the minimum-competency testing programs and the notion of measurement-driven instruction were becoming widespread. During the 1990s, the establishment of formal rewards and sanctions for educators based on test scores continued to grow. Both financial rewards for scores which are improved and sanctions for poor performance were implemented in numerous states across the United States. The U.S. President George W. Bush signed into law the No Child Left Behind Act of 2001 on Jan. 8, 2002. This act, which emphasizes stronger accountability for academic performance of students, requires states must develop academic performance and content standards and mandate annual reading and mathematics testing of students in grades three through eight. In U.S.A., the test-based accountability system has became the mainstream of policy of educational reform. This paper focus on the system of test-based accountability of the No Child Left Behind Act (NCLBA). First of all, the rationale, development and models of test-based accountability in U.S. are reviewed. Then, the system of test-based accountability of the NCLBA is offered. At last, the analysis and conclusion are provided. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。