教育政策評(píng)估的方法課件

教育政策評(píng)估的方法教育政策評(píng)估的方法1教育政策評(píng)估方法的分類比較教育政策的對(duì)比分析評(píng)估教育政策的量化評(píng)估主要內(nèi)容教育政策評(píng)估方法的選擇教育政策評(píng)估方法的分類比較教育政策的對(duì)比分析評(píng)估教育政策的量2教育政策的非正式評(píng)估、內(nèi)部正式評(píng)估、外部正式評(píng)估

一、教育政策評(píng)估方法的分類比較

非正式評(píng)估、內(nèi)部正式評(píng)估外部正式評(píng)估屬于與教育政策制定或?qū)嵤┙M織有關(guān)的內(nèi)部評(píng)估政策制定和實(shí)施之外的人員進(jìn)行的第三方正式評(píng)估教育政策的非正式評(píng)估、內(nèi)部正式評(píng)估、外部正式評(píng)估一、教育政策31、非正式評(píng)估評(píng)估者：黨政機(jī)關(guān)委派的內(nèi)部人員目的：

了解、關(guān)注問題現(xiàn)狀，反映事物本來面目，類似于調(diào)查報(bào)告，往往是一種定性評(píng)估適用于對(duì)總政策和基本政策等內(nèi)容多、覆蓋面廣且影響深遠(yuǎn)的政策進(jìn)行評(píng)估是指對(duì)評(píng)估者、評(píng)估程序、評(píng)估形式和方法、評(píng)估內(nèi)容等不做嚴(yán)格的事先規(guī)定，對(duì)評(píng)估結(jié)論也沒有詳細(xì)具體的要求，評(píng)估主體對(duì)自己所掌握的資料進(jìn)行自我評(píng)估的一種模式。1、非正式評(píng)估評(píng)估者：目的：適用于是指對(duì)評(píng)估者、評(píng)估程序、評(píng)41、非正式評(píng)估主要方式中央到地方實(shí)行考察地方向中央?yún)R報(bào)當(dāng)?shù)亟逃哌\(yùn)行狀況人民群眾信訪提供教育政策運(yùn)行的信息社會(huì)傳媒對(duì)教育政策的現(xiàn)狀和問題的報(bào)道優(yōu)缺&缺點(diǎn)優(yōu)點(diǎn)：直接方便地獲得調(diào)查信息缺點(diǎn)：因?yàn)樗嵌ㄐ缘牟豢闪炕膬?nèi)容，在收集資料時(shí)容易受主觀因素與政治環(huán)境影響，導(dǎo)致評(píng)估結(jié)論不公正、科學(xué)性欠佳，并且評(píng)估結(jié)果很難被檢測(cè)驗(yàn)證。1、非正式評(píng)估主要方式中央到地方實(shí)行考察優(yōu)缺&缺點(diǎn)優(yōu)點(diǎn)：直接52、內(nèi)部正式評(píng)估評(píng)估者：中央或地方各級(jí)政府負(fù)責(zé)教育政策評(píng)估的部門。適用于：較為具體的教育政策評(píng)估內(nèi)部正式評(píng)估是相對(duì)于非正式評(píng)估而言的，主要是指由教育行政機(jī)構(gòu)內(nèi)部人員按照設(shè)計(jì)好的評(píng)估方案進(jìn)行評(píng)估的活動(dòng)。優(yōu)點(diǎn)：具有較為科學(xué)的評(píng)估方案和程序，兼定性和定量評(píng)估為一體。缺點(diǎn)：評(píng)估人員與教育政策本身具有較強(qiáng)的關(guān)系，是政策內(nèi)的行政人員，在評(píng)估是會(huì)傾向于“肯定”和“認(rèn)同”，報(bào)喜不報(bào)憂。2、內(nèi)部正式評(píng)估評(píng)估者：中央或地方各級(jí)政府負(fù)責(zé)教育政策評(píng)估的63、外部正式評(píng)估評(píng)估者：與政策無直接利害關(guān)系的第三方形式：以科學(xué)的評(píng)估方法為指導(dǎo)，定量定性相結(jié)合較為科學(xué)，評(píng)估結(jié)論的可信度也較高外部正式評(píng)估也就是第三方評(píng)估。是指由政策制定和實(shí)施之外的人員進(jìn)行的外部評(píng)估。3、外部正式評(píng)估評(píng)估者：與政策無直接形式：以科學(xué)的評(píng)估方法較7二、教育政策對(duì)比分析評(píng)估簡(jiǎn)單“前—后”對(duì)比分析“投射—實(shí)施后”對(duì)比分析“有—無政策”對(duì)比分析“控制對(duì)象—實(shí)驗(yàn)對(duì)象”對(duì)比分析對(duì)比分析法在任何評(píng)估活動(dòng)中應(yīng)用的都較為普遍，因?yàn)槿魏握叩倪\(yùn)行都會(huì)導(dǎo)致事物某些方面的變化，因此，通過前后對(duì)比就能知道事物在哪些方面發(fā)生了變化，以及這些變化是否是預(yù)期的目標(biāo)。具體分為以下四種：二、教育政策對(duì)比分析評(píng)估簡(jiǎn)單“前—后”“投射—實(shí)施后”對(duì)比分81、簡(jiǎn)單“前—后”對(duì)比分析政策實(shí)施后可以衡量出的總值─政策實(shí)施前可衡量出的總值

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政策實(shí)施所帶來的變化值缺點(diǎn)：不夠精確。因?yàn)檎咚l(fā)生的變化值不一定都是政策實(shí)施所導(dǎo)致的，還有一些外在因素也可能導(dǎo)致相同的變化結(jié)果。優(yōu)點(diǎn)：簡(jiǎn)單方便、簡(jiǎn)單明了。1、簡(jiǎn)單“前—后”對(duì)比分析政策實(shí)施后可以衡量出的總值─92、“投射—實(shí)施后”對(duì)比分析實(shí)際水平A預(yù)測(cè)水平參照點(diǎn)實(shí)際水平B針對(duì)“前—后”對(duì)比分析的漏洞提出的對(duì)比分析評(píng)估方法。2、“投射—實(shí)施后”對(duì)比分析實(shí)際水平A預(yù)測(cè)水平實(shí)際水平B針對(duì)103、“有—無政策”對(duì)比分析政策對(duì)象前后發(fā)生的變化值同一時(shí)間內(nèi)的教育政策未受到政策影響的對(duì)象自身前后的變化值3、“有—無政策”對(duì)比分析政策對(duì)象前后發(fā)生的變化值同一時(shí)間內(nèi)114、“控制對(duì)象”—“實(shí)驗(yàn)對(duì)象”對(duì)比分析控制對(duì)象：不施加教育政策影響的對(duì)象同一時(shí)間內(nèi)的教育政策實(shí)驗(yàn)對(duì)象：實(shí)施該項(xiàng)教育政策的對(duì)象4、“控制對(duì)象”—“實(shí)驗(yàn)對(duì)象”對(duì)比分析控制對(duì)象：不施加教育政12DiagramAddYourTextAddYourTextAddYourTextAddYourTextDiagramAddYourTextAddYourT13Diagram

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一、教育政策評(píng)估方法的分類比較

非正式評(píng)估、內(nèi)部正式評(píng)估外部正式評(píng)估屬于與教育政策制定或?qū)嵤┙M織有關(guān)的內(nèi)部評(píng)估政策制定和實(shí)施之外的人員進(jìn)行的第三方正式評(píng)估教育政策的非正式評(píng)估、內(nèi)部正式評(píng)估、外部正式評(píng)估一、教育政策341、非正式評(píng)估評(píng)估者：黨政機(jī)關(guān)委派的內(nèi)部人員目的：

了解、關(guān)注問題現(xiàn)狀，反映事物本來面目，類似于調(diào)查報(bào)告，往往是一種定性評(píng)估適用于對(duì)總政策和基本政策等內(nèi)容多、覆蓋面廣且影響深遠(yuǎn)的政策進(jìn)行評(píng)估是指對(duì)評(píng)估者、評(píng)估程序、評(píng)估形式和方法、評(píng)估內(nèi)容等不做嚴(yán)格的事先規(guī)定，對(duì)評(píng)估結(jié)論也沒有詳細(xì)具體的要求，評(píng)估主體對(duì)自己所掌握的資料進(jìn)行自我評(píng)估的一種模式。1、非正式評(píng)估評(píng)估者：目的：適用于是指對(duì)評(píng)估者、評(píng)估程序、評(píng)351、非正式評(píng)估主要方式中央到地方實(shí)行考察地方向中央?yún)R報(bào)當(dāng)?shù)亟逃哌\(yùn)行狀況人民群眾信訪提供教育政策運(yùn)行的信息社會(huì)傳媒對(duì)教育政策的現(xiàn)狀和問題的報(bào)道優(yōu)缺&缺點(diǎn)優(yōu)點(diǎn)：直接方便地獲得調(diào)查信息缺點(diǎn)：因?yàn)樗嵌ㄐ缘牟豢闪炕膬?nèi)容，在收集資料時(shí)容易受主觀因素與政治環(huán)境影響，導(dǎo)致評(píng)估結(jié)論不公正、科學(xué)性欠佳，并且評(píng)估結(jié)果很難被檢測(cè)驗(yàn)證。1、非正式評(píng)估主要方式中央到地方實(shí)行考察優(yōu)缺&缺點(diǎn)優(yōu)點(diǎn)：直接362、內(nèi)部正式評(píng)估評(píng)估者：中央或地方各級(jí)政府負(fù)責(zé)教育政策評(píng)估的部門。適用于：較為具體的教育政策評(píng)估內(nèi)部正式評(píng)估是相對(duì)于非正式評(píng)估而言的，主要是指由教育行政機(jī)構(gòu)內(nèi)部人員按照設(shè)計(jì)好的評(píng)估方案進(jìn)行評(píng)估的活動(dòng)。優(yōu)點(diǎn)：具有較為科學(xué)的評(píng)估方案和程序，兼定性和定量評(píng)估為一體。缺點(diǎn)：評(píng)估人員與教育政策本身具有較強(qiáng)的關(guān)系，是政策內(nèi)的行政人員，在評(píng)估是會(huì)傾向于“肯定”和“認(rèn)同”，報(bào)喜不報(bào)憂。2、內(nèi)部正式評(píng)估評(píng)估者：中央或地方各級(jí)政府負(fù)責(zé)教育政策評(píng)估的373、外部正式評(píng)估評(píng)估者：與政策無直接利害關(guān)系的第三方形式：以科學(xué)的評(píng)估方法為指導(dǎo)，定量定性相結(jié)合較為科學(xué)，評(píng)估結(jié)論的可信度也較高外部正式評(píng)估也就是第三方評(píng)估。是指由政策制定和實(shí)施之外的人員進(jìn)行的外部評(píng)估。3、外部正式評(píng)估評(píng)估者：與政策無直接形式：以科學(xué)的評(píng)估方法較38二、教育政策對(duì)比分析評(píng)估簡(jiǎn)單“前—后”對(duì)比分析“投射—實(shí)施后”對(duì)比分析“有—無政策”對(duì)比分析“控制對(duì)象—實(shí)驗(yàn)對(duì)象”對(duì)比分析對(duì)比分析法在任何評(píng)估活動(dòng)中應(yīng)用的都較為普遍，因?yàn)槿魏握叩倪\(yùn)行都會(huì)導(dǎo)致事物某些方面的變化，因此，通過前后對(duì)比就能知道事物在哪些方面發(fā)生了變化，以及這些變化是否是預(yù)期的目標(biāo)。具體分為以下四種：二、教育政策對(duì)比分析評(píng)估簡(jiǎn)單“前—后”“投射—實(shí)施后”對(duì)比分391、簡(jiǎn)單“前—后”對(duì)比分析政策實(shí)施后可以衡量出的總值─政策實(shí)施前可衡量出的總值

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政策實(shí)施所帶來的變化值缺點(diǎn)：不夠精確。因?yàn)檎咚l(fā)生的變化值不一定都是政策實(shí)施所導(dǎo)致的，還有一些外在因素也可能導(dǎo)致相同的變化結(jié)果。優(yōu)點(diǎn)：簡(jiǎn)單方便、簡(jiǎn)單明了。1、簡(jiǎn)單“前—后”對(duì)比分析政策實(shí)施后可以衡量出的總值─402、“投射—實(shí)施后”對(duì)比分析實(shí)際水平A預(yù)測(cè)水平參照點(diǎn)實(shí)際水平B針對(duì)“前—后”對(duì)比分析的漏洞提出的對(duì)比分析評(píng)估方法。2、“投射—實(shí)施后”對(duì)比分析實(shí)際水平A預(yù)測(cè)水平實(shí)際水平B針對(duì)413、“有—無政策”對(duì)比分析政策對(duì)象前后發(fā)生的變化值同一時(shí)間內(nèi)的教育政策未受到政策影響的對(duì)象自身前后的變化值3、“有—無政策”對(duì)比分析政策對(duì)象前后發(fā)生的變化值同一時(shí)間內(nèi)424、“控制對(duì)象”—“實(shí)驗(yàn)對(duì)象”對(duì)比分析控制對(duì)象：不施加教育政策影響的對(duì)象同一時(shí)間內(nèi)的教育政策實(shí)驗(yàn)對(duì)象：實(shí)施該項(xiàng)教育政策的對(duì)象4、“控制對(duì)象”—“實(shí)驗(yàn)對(duì)象”對(duì)比分析控制對(duì)象：不施加教育政43DiagramAddYourTextAddYourTextAddYourTextAddYourTextDiagramAddYourTextAddYourT44Diagram

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