期刊專區/ Periodical Section

教育績效責任：「每年適度進步」評鑑制度之啟示

Educational Accountability: Lessons from the AYP Measurement

所屬期刊：	第5卷第1期 「師資培育」 主編：大同大學通識教育中心講座教授 歐用生
系統編號：	vol016_08
主題：	師資培育
出版年份：	2009
作者：	林俊傑
作者(英文)：	Jing-jai Lin
論文名稱：	教育績效責任：「每年適度進步」評鑑制度之啟示
論文名稱(英文)：	Educational Accountability: Lessons from the AYP Measurement
共同作者：
最高學歷：
校院名稱：
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語文別：
論文頁數：	16
中文關鍵字：	帶起每個孩子法案;每年適度的進步;績效責任
英文關鍵字：	no child left behind act;adequately yearly progress;accountability
服務單位：	屏東縣立琉球國民中學
稿件字數：	33645
作者專長：	教育政策與行政
投稿日期：	2008/8/5
論文下載：
摘要(中文)：	美國「帶起每個孩子法案」的績效責任制度，大部分取決於學生閱讀（語文能力）、數學測驗成績以及自然科學之學業成績。「帶起每個孩子法案」開創了以標準為基礎的教育改革、以結果為導向的教育，而其效能與影響已經引起了熱烈的論辯。本文藉由探討四個重要的問題來深入瞭解「帶起每個孩子法案」的內涵。這四個問題都是關於「誰必須負起績效責任」、「哪些孩子落後」、「每年適度的進步的優缺點」以及「帶起每個孩子法案的可行性」等議題。「帶起每個孩子法案」的主要訴求在於提升每一位孩子的學業成就，特別是針對「弱勢、文化不利學童」的學業成績做改善。然而，美國學生在「經濟合作發展組織」所舉辦的「國際學生成就評量」的表現，卻嚴重落後大部分的已開發國家。「每年適度的進步」之評鑑制度是否可行，及是否可作為評估學校效能的有效依據，必須再藉由進一步的研究與探討後才能瞭解。本文所探討的四個問題，可以幫助瞭解「每年適度的進步」評鑑制度的優缺點，並找出解決問題的方法，以作為未來研究以及我國制定績效責任相關政策之參考。
摘要(英文)：	Accountability system of NCLB Act in the United States is largely based on the academic achievements or test scores in reading/language arts, mathematics, and science. It is NCLB that initiates the standards-based education reform, an outcome-based education, whose effectiveness and influences are hotly debated. In this paper, it is applicable to examine four crucial questions worth asking to understand more of the legislation. The four questions relate to “who has responsibility,” “who is left behind,” “the appropriateness of AYP,” and “the feasibility of NCLB.” NCLB aims at improving students' academic achievements, especially those of individuals from disadvantaged families. However, U.S. scores are far behind those of most other developed nations in OECD's Programme for International Student Assessment. Whether or not AYP measurement is appropriate for assessing the effectiveness of school districts and schools for accountability purposes requires more discussions and deep insights into the practices of NCLB. The four questions help us find more literature of criticism and help us understand more about the advantages and disadvantages of the AYP measurement and find possible solutions to problems as a basis for further research and consultation for the legislation of educational policies in our country.
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