大规模学业评价研究
|
摘要
大规模学业评价通过了解区域内学生的整体学业发展水平,为深化教育改革和提高教学质量并促进学生的学业发展提供了重要指导。伴随着知识经济的快速发展和全球化的不断深入,教育评价尤其是大规模学业评价逐渐受到教师、教育研究人员及教育部门的重视。本研究以历史、理论与案例的视角对大规模学业评价进行了深入研究,不仅能够有效促进我们对大规模学业评价的深入理解,还可以为我国大规模学业评价的理论与实践发展寻找更多的理论支持和经验指导。
本研究主要在以下五个方面取得了有益的研究发现：
(1)大规模学业评价的概念界定。在这一部分中,笔者运用文献研究、比较研究等方法概括与总结了教育评价、教育测量、学业成就评价的概念,在此基础上对大规模学业评价概念进行了探讨和概念界定。笔者认为：大规模学业评价是一种通过对特定数量的学生群体的整体学业成就水平和教学相关性因素进行价值判断,来监测学生的学习效果和判断教育政策绩效的评价方式,它可以是地区内进行的评价,也可以是以国家为单位进行的评价,还可以是国际评价。
(2)大规模学业评价的历史审视。通过文献检索、访谈等方法对大规模学业评价的历史进行考察。笔者发现：教育评价的发展历史为大规模学业评价的发展奠定了理论与实践基础,知识经济与全球化对人才培养和教育评价提出的新要求则为之提供了现实的可能性与必要性,基础教育与高等教育中大规模学业评价的历史告诉我们,建立专门的实施和保障机构、充分利用档案袋可以有效促进大规模学业评价的顺利进行,同时我们还要在保证评价信度与效度的基础上,以有效促进学校变革和学习实践。
(3)大规模学业评价的理论剖析。通过文献研究、比较研究等方法对大规模学业评价的理论进行了剖析。我们认识到：大规模学业评价的研究与实践是建立在一定的理论基础之上的,不同历史时期的理论基础也是存在差异的。科学管理视角下的大规模学业评价在促进教育评价不断走向科学化的同时,却忽视了评估过程的差异性和对资源的有效配置。新公共管理视角下的大规模学业评价则通过引入市场机制,实现了资源的有效配置,并在分权与授权的主张下大大提高了评估人员的责任感和工作效率。社会建构主义则注重一定境脉中的个人建构与社会建构,在交流与协商中促进大规模学业评价的进一步发展和完善。
(4)大规模学业评价的案例解析。笔者通过文献研究、访谈、案例分析、比较研究等方法对国际和国外知名的大规模学业评价项目进行了解读,实现了对大规模学业评价的进一步认识。通过对PISA、TIMSS和NAEP的解析,笔者发现：大规模学业评价不仅可以为教育管理和教育决策人员提供重要信息,实现对教育的科学管理和正确决策,还能有效促进一线教师教学方法的改进与学生学业的不断发展。
(5)大规模学业评价的未来趋势。通过分析基于设计的研究和大数据与数据挖掘这两种分别对大规模学业评价发展具有潜在价值的理论与技术。我们认识到：侧重于真实实践情境的基于设计的研究为大规模学业评价提供了新的研究范式,大数据与数据挖掘通过信息技术可以实现大规模学业评价的科学化与标准化。两者的相互作用使大规模学业评价在实现理论与实践有效结合中,实现了由劳动密集型工作向技术密集型工作的转变。
通过对大规模学业评价历史、理论与案例的审视、剖析与解读,使我们对我国大规模学业评价存在的问题和解决办法形成了深入的认识。我国大规模学业评价存在着指导思想落伍、评价内容不合理、评价方法落后等问题,国外大规模学业评价的成功经验则为我国大规模学业评价的改革提供了重要思路：加强基础研究与理论创新,加强组织实施与决策的科学化,注重利用信息技术、网络技术等先进技术的支持,充分考虑当前教育创新与教育改革的需求等。
By understanding students' level of academic development, large-scale assessment provides an important guidance to deepen the education reform, improve the quality of teaching and promote students' academic development. Along with the rapid development of knowledge economy and the deepening of the globalization, education evaluation, especially the large-scale evaluation, has gradually received a lot of attention from the teachers, education researchers and the department of education. This research, from a view of history, theory and case, studied the large-scale academic assessment. It can not only effectively promote our understanding of large-scale academic assessment, but also can find more theoretical supports and empirical guidance for the development of the theory and practice of our country's large-scale academic evaluation.
This study made a beneficial research discovery in the following five aspects:
(1) The definition of large-scale assessment In this part, the author used the method of literature study and comparative study, summarized the concept of education evaluation, education measurement, and academic achievement assessment. On the basis of these concepts, we made a definition for the large-scale assessment. Large-scale academic assessment is a kind evaluation by making a value judgment based on a certain number of students' level of academic achievement and teaching correlation factors, to monitor students' study effect and judge the performance of education policy. It not only can be a regional evaluation, but also can be a country's evaluation, and even an international evaluation.
(2) The history of large-scale assessment. By means of literature search and interview, the author investigated the history of large-scale academic assessment. The history of the development of education evaluation, laid a theoretical and practical foundation for the development of large-scale academic assessment. Knowledge economy and globalization puts forward new requirements for personnel training and the education evaluation, and this provided a realistic possibility and necessity for the development of large-scale assessment. The history of the large-scale assessment in the basic education and higher education tells us that establish specific implementation and guarantee mechanism, make full use of the portfolio assessment can effectively promote large-scale assessment carried out more smoothly. At the same time, we should promote the schools'reform and students' learning practice effectively on the basis of guarantying the reliability and validity of evaluation.
(3) Theoretical analysis of large-scale assessment. Dissect the theories of large-scale assessment through literature research, comparative study and other methods, we have known that the research and practice of large-scale assessment is based on deferent kinds of theoretical basis, the theories are differ from different periods. While large-scale academic assessment in Scientific Management Perspective promotion the scientization of education evaluation, it ignores the differences in the assessment process and the efficient allocation of resources. The New Public Management theory through introducing the market mechanism to the large-scale academic assessment, achieve the efficient allocation of resource, and greatly increased the evaluation personnel sense of responsibility and work efficiency in the separation of powers and authorization. Social constructivism focuses on realizing personal construction and social construction in a certain situation, and promoting a further development and improvement of large-scale academic assessment through communication and consultation.
(4) Typical cases analysis of large-scale assessment. I have interpreted many cases of famous large-scale assessment from foreign countries and international organizations through literature research, interviews, case studies, comparative research and other methods, and become realize the further understanding of it. Through the analysis of PISA, TIMSS and NAEP, I have realize that large-scale academic assessment can not only provide important information for educational administration and decision-makers, but also effectively promote the improvement of teachers' teaching methods and the development of students' school work.
(5) The future trend of large-scale academic assessment. By analyzing design-based research, big data and data mining that have potential values for the development of large-scale assessment. We have recognized that design-based research which is focuses on the real practice situations, has provided us a new research paradigm. Big data and data mining can help us realize the scientific and standardization of large-scale academic assessment. The interaction between them can make us accomplish the effective integration of theory and practice, and achieve large-scale assessment shift from labor-intensive work to technology-intensive work.
Through studying the history, theory and famous cases of large-scale assessment, we have developed a deep understanding of existing problems and possible solutions about the development of large scale assessment in China. Falling behind of guiding ideology, the unreasonable evaluation content, and the backward of evaluation methods are serious problems of large-scale assessment in China. Successful experiences of large-scale assessment research and practice in foreign countries give us important ideas for improving:strengthen basic research and theoretical innovation, strengthen the scientific of organization, implementation and decision-making, focusing on the use of information technology, network technology and other advanced technology, give full consideration to the current education reform and educational innovation demand.
本研究主要在以下五个方面取得了有益的研究发现：
(1)大规模学业评价的概念界定。在这一部分中,笔者运用文献研究、比较研究等方法概括与总结了教育评价、教育测量、学业成就评价的概念,在此基础上对大规模学业评价概念进行了探讨和概念界定。笔者认为：大规模学业评价是一种通过对特定数量的学生群体的整体学业成就水平和教学相关性因素进行价值判断,来监测学生的学习效果和判断教育政策绩效的评价方式,它可以是地区内进行的评价,也可以是以国家为单位进行的评价,还可以是国际评价。
(2)大规模学业评价的历史审视。通过文献检索、访谈等方法对大规模学业评价的历史进行考察。笔者发现：教育评价的发展历史为大规模学业评价的发展奠定了理论与实践基础,知识经济与全球化对人才培养和教育评价提出的新要求则为之提供了现实的可能性与必要性,基础教育与高等教育中大规模学业评价的历史告诉我们,建立专门的实施和保障机构、充分利用档案袋可以有效促进大规模学业评价的顺利进行,同时我们还要在保证评价信度与效度的基础上,以有效促进学校变革和学习实践。
(3)大规模学业评价的理论剖析。通过文献研究、比较研究等方法对大规模学业评价的理论进行了剖析。我们认识到：大规模学业评价的研究与实践是建立在一定的理论基础之上的,不同历史时期的理论基础也是存在差异的。科学管理视角下的大规模学业评价在促进教育评价不断走向科学化的同时,却忽视了评估过程的差异性和对资源的有效配置。新公共管理视角下的大规模学业评价则通过引入市场机制,实现了资源的有效配置,并在分权与授权的主张下大大提高了评估人员的责任感和工作效率。社会建构主义则注重一定境脉中的个人建构与社会建构,在交流与协商中促进大规模学业评价的进一步发展和完善。
(4)大规模学业评价的案例解析。笔者通过文献研究、访谈、案例分析、比较研究等方法对国际和国外知名的大规模学业评价项目进行了解读,实现了对大规模学业评价的进一步认识。通过对PISA、TIMSS和NAEP的解析,笔者发现：大规模学业评价不仅可以为教育管理和教育决策人员提供重要信息,实现对教育的科学管理和正确决策,还能有效促进一线教师教学方法的改进与学生学业的不断发展。
(5)大规模学业评价的未来趋势。通过分析基于设计的研究和大数据与数据挖掘这两种分别对大规模学业评价发展具有潜在价值的理论与技术。我们认识到：侧重于真实实践情境的基于设计的研究为大规模学业评价提供了新的研究范式,大数据与数据挖掘通过信息技术可以实现大规模学业评价的科学化与标准化。两者的相互作用使大规模学业评价在实现理论与实践有效结合中,实现了由劳动密集型工作向技术密集型工作的转变。
通过对大规模学业评价历史、理论与案例的审视、剖析与解读,使我们对我国大规模学业评价存在的问题和解决办法形成了深入的认识。我国大规模学业评价存在着指导思想落伍、评价内容不合理、评价方法落后等问题,国外大规模学业评价的成功经验则为我国大规模学业评价的改革提供了重要思路：加强基础研究与理论创新,加强组织实施与决策的科学化,注重利用信息技术、网络技术等先进技术的支持,充分考虑当前教育创新与教育改革的需求等。
By understanding students' level of academic development, large-scale assessment provides an important guidance to deepen the education reform, improve the quality of teaching and promote students' academic development. Along with the rapid development of knowledge economy and the deepening of the globalization, education evaluation, especially the large-scale evaluation, has gradually received a lot of attention from the teachers, education researchers and the department of education. This research, from a view of history, theory and case, studied the large-scale academic assessment. It can not only effectively promote our understanding of large-scale academic assessment, but also can find more theoretical supports and empirical guidance for the development of the theory and practice of our country's large-scale academic evaluation.
This study made a beneficial research discovery in the following five aspects:
(1) The definition of large-scale assessment In this part, the author used the method of literature study and comparative study, summarized the concept of education evaluation, education measurement, and academic achievement assessment. On the basis of these concepts, we made a definition for the large-scale assessment. Large-scale academic assessment is a kind evaluation by making a value judgment based on a certain number of students' level of academic achievement and teaching correlation factors, to monitor students' study effect and judge the performance of education policy. It not only can be a regional evaluation, but also can be a country's evaluation, and even an international evaluation.
(2) The history of large-scale assessment. By means of literature search and interview, the author investigated the history of large-scale academic assessment. The history of the development of education evaluation, laid a theoretical and practical foundation for the development of large-scale academic assessment. Knowledge economy and globalization puts forward new requirements for personnel training and the education evaluation, and this provided a realistic possibility and necessity for the development of large-scale assessment. The history of the large-scale assessment in the basic education and higher education tells us that establish specific implementation and guarantee mechanism, make full use of the portfolio assessment can effectively promote large-scale assessment carried out more smoothly. At the same time, we should promote the schools'reform and students' learning practice effectively on the basis of guarantying the reliability and validity of evaluation.
(3) Theoretical analysis of large-scale assessment. Dissect the theories of large-scale assessment through literature research, comparative study and other methods, we have known that the research and practice of large-scale assessment is based on deferent kinds of theoretical basis, the theories are differ from different periods. While large-scale academic assessment in Scientific Management Perspective promotion the scientization of education evaluation, it ignores the differences in the assessment process and the efficient allocation of resources. The New Public Management theory through introducing the market mechanism to the large-scale academic assessment, achieve the efficient allocation of resource, and greatly increased the evaluation personnel sense of responsibility and work efficiency in the separation of powers and authorization. Social constructivism focuses on realizing personal construction and social construction in a certain situation, and promoting a further development and improvement of large-scale academic assessment through communication and consultation.
(4) Typical cases analysis of large-scale assessment. I have interpreted many cases of famous large-scale assessment from foreign countries and international organizations through literature research, interviews, case studies, comparative research and other methods, and become realize the further understanding of it. Through the analysis of PISA, TIMSS and NAEP, I have realize that large-scale academic assessment can not only provide important information for educational administration and decision-makers, but also effectively promote the improvement of teachers' teaching methods and the development of students' school work.
(5) The future trend of large-scale academic assessment. By analyzing design-based research, big data and data mining that have potential values for the development of large-scale assessment. We have recognized that design-based research which is focuses on the real practice situations, has provided us a new research paradigm. Big data and data mining can help us realize the scientific and standardization of large-scale academic assessment. The interaction between them can make us accomplish the effective integration of theory and practice, and achieve large-scale assessment shift from labor-intensive work to technology-intensive work.
Through studying the history, theory and famous cases of large-scale assessment, we have developed a deep understanding of existing problems and possible solutions about the development of large scale assessment in China. Falling behind of guiding ideology, the unreasonable evaluation content, and the backward of evaluation methods are serious problems of large-scale assessment in China. Successful experiences of large-scale assessment research and practice in foreign countries give us important ideas for improving:strengthen basic research and theoretical innovation, strengthen the scientific of organization, implementation and decision-making, focusing on the use of information technology, network technology and other advanced technology, give full consideration to the current education reform and educational innovation demand.
引文
① [美]格朗兰德著,郑军等译.教学测量与评价[N].石家庄：河北教育出版社,1997：4.
② 教育部.基础教育课程改革纲要(试行)[J].2001.
① 陈玉琨,赵永年.教育评价[M].瞿葆奎.教育学文集.北京：人民教育出版社,1989：263.
② 陈玉琨,赵永年.教育评价[M].瞿葆奎.教育学文集.北京：人民教育出版社,1989：82.
③ 陈玉琨,赵永年.教育评价[M].瞿葆奎.教育学文集.北京：人民教育出版社,1989：301.
④ 北京教育行政学院.学校管理的技术与手段[M].北京：文化艺术出版社,1990：215.
① 李坤崇.教育评量.[M].台北：心理出版社,2008：6.
② 胡中锋,李方.教育测量与评价[M].广州：广东高等教育出版社,1999：6.
③ 王孝玲.教育测量[M].上海：华东师范大学出版社,1989：6.
① [美]全美数学教师理事会.美国学校数学课程与评价标准[M].人民教师与出版社数学教研室,译.北京：人民教育出版社,1994.
② 中华人民共和国教育部.全日制义务教育数学课程标准[M].北京：北京师范大学出版社,2001.
③ 从立新,章燕.澳大利亚课程标准[M].北京：人民教育出版社,2005：123.
④ 王蕾.我国大规模教育评价项目探究与实践[J].管理与评价,2007,11.
⑤ 黄光扬.教育测量与评价[M].上海：华东师范大学出版社,2012：7.
⑥ PELLEGRINO J, CHUDOWSKY N, GLASER R. Knowing what students know:The science and design of educational assessment [M]. Washington:National Academies Press,2001.
① CLARKE M.Framework for Building an Effective Student Assessment System, READ/SABER Working Paper[EB/OL].Washington, DC:World Bank,2011:10-11.
② HILL S A. National Assessment of Educational Progress [J]. American Mathematical Monthly,1980,87(6): 427-28.
③ BENNETT R E. Reinventing assessment:Speculations on the future of large scale educational testing [M]. Princeton, NJ:Policy and Information Center, Educational Testing Service,1998.
④ JAN DE LANGE. Large-scale assessment and mathematics education [M]//LESTER, F K. Second Handbook of Research on Mathematics Teaching and Learning:A Project of the National Council of Teachers of Mathematics. DC: National Council of Teachers of Mathematics,2007.
① NEWTON P E. The Multiple Purposes of Assessment [M]//PENELOPE PETERSON, EVA BAKER, BARRY MCGAW. International Encyclopedia of Education.3rd ed. England:Elsevier Science Ltd,2010:392-393.
① ROBERT L LINN. Educational Measurement:Overview [M]//PETERSON P, BAKER E, MCGAW B. International Encyclopedia of Education.3rd ed. England:Elsevier Science Ltd,2010:45-49.
① 李伟涛.基于PISA测试结果的教育政策调整分析[J],教育发展研究,2012,04：44-47.
① 王汉澜.教育评价学[M].郑州：河南大学出版社,1995：14.
② 马永霞.教育评价[M].北京：当代世界出版社,2001：1-11.
③ MANN H. Boston grammar and writing schools [J]. The Common School Journal,1845:7:19.
① 王汉澜.教育评价学[M].郑州：河南大学出版社,1995：2.
② LAGEMANN E C. An elusive science:The troubling history of education research[M]. Chicago:University of Chicago Press,2002:71-103.
③ 陈学宏.走向人本主义教育的学校管理[M].成都：电子科技大学出版社,2007：207-208.
④ 张斌贤,从立新.高屋建瓴：当代教育新观念[M].北京：中国铁道出版社,1997：110-118.
① LAGEMANN E C. An elusive science:The troubling history of education research[M]. Chicago:University of Chicago Press,2002:193-142.
② [美]泰勒,施良方.课程与教学的基本原理[M].北京：人民教育出版社,1994-11-25.
③ TYLER R W. Eight-Year Study [J]. ER Smith and Ralph Tyler Appraising and Recording Student Progress. New York:Harper,1942.
④ [美]泰勒,施良方.课程与教学的基本原理[M].北京：人民教育出版社,1994-38-39.
⑤ [美]布鲁纳著,邵瑞珍译.教育过程[M].北京：文化教育出版社,1982:47-48.
⑥ SCRIVEN M. The methodology ofevaluadon[J]. AERA M onograph Series on Curriculum EvMudon,1967,1: 187-199.
① 陈漠开.高等教育评价概论[M].长春：吉林教育出版社.1988：8-10.
② BLOOM B S, ENGELHART M D, FURST E J. Taxonomy of educational objectives:Handbook Ⅰ:Cognitive domain[J]. New York:David McKay,1956,19:56.
③ [美]加涅,布里格斯,韦杰.教学设计原理[M].上海：华东师范大学出版社,1999：252-254.
④ 张凯.标准参照测验理论研究[M].北京：北京语言文化大学出版社,2002：29.
⑤ GLASER R. Instructional technology and the measurement of learning outcomes:Some questions[J]. American psychologist,1963,18(8):519.
⑥ 王兴成.知识革命与知识经济[J].科学学研究,1998,03：3-8.
① FORAY D, LUNDVALL B A. The Knowledge Based Economy [J]. OCDE, Paris,1997.
② 经济合作与发展组织(OECD)编,杨宏进,薛澜译.以知识为基础的经济[M].北京：机械工业出版社,1997：4-6.
③ 雅克,德洛尔.教育——财富蕴藏其中[J]. UNESCO教育丛书,1996：76-86.
④ 郝云峰,马雪莲.解读21世纪教育的“四大支柱”[J].成人教育,2010(010)：36-37.
① 雅克,德洛尔.教育——财富蕴藏其中[J].UNESCO教育丛书,1996：76-86.
② FAURE E. Learning To Be:The World of Education Today and Tomorrow[J].1972.
① 陈刚.全球化与文化认同[J].江海学刊,2002,5：49-54.
② MCLUHAN M. Understand media:The extensions of man[J].1964.
① SNYDER K J, ACKER-HOCEVAR M, SNYDER K M. Living on the edge of chaos:Leading schools into the global age [M]. Milwaukee:ASQ Quality Press,2008:1-6.
② SNYDER K J, ACKER-HOCEVAR M, SNYDER K M. Living on the edge of chaos:Leading schools into the global age [M]. Milwaukee:ASQ Quality Press,2008:7-8.
③ 洪志忠.美国学生学业成就质量监测：NAEP的经验[J].全球教育展望,2008,6：015.
④ HILL S A. National Assessment of Educational Progress [J]. American Mathematical Monthly,1980,87(6): 427-28.
① 任长松.美国国家教育进展评价NAEP及其借鉴意义[J].课程.教材.教法,2009,09：87-92.
② O'SULLIVAN C Y. NAEP 1996 Science Report Card for the Nation and the States. Findings from the National Assessment of Educational Progress [J].1997.
① OECD.Education at a glance:OECD indicators[R].Pads:OECD,1992.10.
② 王蕾.基于大规模考试的教育质量评价[J].教育科学研究,2010(011)：37-41.
① UNESCO.1990. World Declaration on Education for All. Meeting Basic Learning Needs. Adopted by the World Conference on Education for All. New York.
② Thomas Kellaghan (2001):The Globalisation of Assessment in the 20th Century, Assessment in Education: Principles, Policy & Practice,8:1,87-102
② 非洲法语国家联盟教育系统分析项目(PASEC) [N],教育部基础教育质量监测中心信息简报第9期,2011.2
③ The Latin American Laboratory for Assessment of the Quality of Education (LLECE) receives international award from the ILO. [EB/OL] (2010-12-07) [2013-09-10] http://portal.unesco.org/geography/en/ev.php-URL_ID=13492&URL_DO=DO_TOPIC&URL_SECTION=201.html
④ KAMENS D H, MCNEELY C L. Globalization and the growth of international educational testing and national assessment [J]. Comparative Education Review,2010,54(1):5-25.
① BANTA T W. Reliving the history of large-scale assessment in higher education[J]. Assessing Student Achievement in General Education:Assessment Update Collections,2007,5:19.
① PELLEGRINO J W. The evolution of educational assessment:Considering the past and imagining the future[M]. Princeton, NJ:Educational Testing Service, Policy Evaluation and Research Center, Policy Information Center,2004.
② KLEIN S, BENJAMIN R, SHAVELSON R. The Collegiate Learning Assessment Facts and Fantasies[J]. Evaluation Review,2007,31(5):415-439.
① 任长松.美国国家教育进展评价NAEP及其借鉴意义[J].课程.教材.教法,2009,09：87-92.
② 洪志忠.美国学生学业成就质量监测:NAEP的经验[J].全球教育展望,2008,6：015.
① 刘洋,兰聪花,马炅.电子档案袋评价与传统教学评价的比较研究[J].电化教育研究,2012,2：015.
① BANTA T W. Reliving the history of large-scale assessment in higher education [J]. Assessing Student Achievement in General Education:Assessment Update Collections,2007,5:19.
① 方健华,中小学教科研方法指南及论文导写[M].南京：南京师范大学出版社,2010：159-161.
② 傅德荣,章慧敏,刘清堂.教育信息处理(第二版)[M].北京：北京师范大学出版社,2001：112-113.
① 向德全,胡玲翠,宋浩.教育评价的技术与方法[M].川.西安：西北大学出版社,2006：234.
② CROCKER L, ALGINA J. Introduction to classical and modern test theory[M]. Holt, Rinehart and Winston,6277 Sea Harbor Drive, Orlando, FL 32887,1986.
③ CRONBACH L J. Essentials of psychological testing[J]. New York, happer and Row publishers.1990.
④ American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. [M]. Standards for educational and psychological testing. Washington, DC:Authors,1985: 19.
⑤ HERMAN J L. Large-scale assessment in support of school reform:Lessons in the search for alternative measures [M]. Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing, Graduate School of Education & Information Studies, University of California, Los Angeles,1997:1-3.
① EARL L, TRANCE N. Embedding accountability and improvement into large-scale assessment:what difference does it make? [J]. Peabody Journal of Education,2000,75(4):114-141.
① EARL L, KATZ S. Rethinking classroom assessment with purpose in mind [J]. Western and Northern Canadian Protocol for Collaboration in Education. Retrieved June,2006,30:2009.
② 郑东辉.促进学习的评价：学校的使命[J].当代教育科学,2008(16)：39-42.
① EARL L, KATZ S. Rethinking classroom assessment with purpose in mind [J]. Western and Northern Canadian Protocol for Collaboration in Education. Retrieved June,2006,30:2009.
② 崔允漷.促进学习：学业评价的新范式[J].教育科学研究,2010,3：004.
② HERMAN J L. Large-scale assessment in support of school reform:Lessons in the search for alternative measures[M]. Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing, Graduate School of Education & Information Studies, University of California, Los Angeles,1997:3-4.
④ HUFF K, STEINBERG L, MATTS T. The promises and challenges of implementing evidence-centered design in large-scale assessment[J]. Applied Measurement in Education,2010,23(4):310-324.
① WITTROCK M C. Testing and recent research in cognition[J]. Testing and cognition. Englewood Cliffs:NJ: Prentice-Hall.1991:5-16.
② GLASER R, SILVER E. Assessment, testing, and instruction:Retrospect and prospect[J]. Review of research in education,1994,20:393-419.
③ CHUDOWAKY N, PELLEGRINO J W. Large-scale assessments that support learning:What will it take?[J]. Theory into practice,2003,42(1):75-83.
④ LOMASK M, BARON J B, GREIG J. ConnMap:Connecticut's use of concept mapping to assess the structure of students'knowledge of science[C]/annual meeting of the National Association of Research in Science Teaching. Cambridge, MA.1992.
⑤ CARROLL J B, Husen T. The teaching of French as a foreign language in eight countries[M]. New York:Wiley, 1975.
⑥ HERMAN J L. Large-scale assessment in support of school reform:Lessons in the search for alternative measures[M]. Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing, Graduate School of Education& Information Studies, University of California, Los Angeles,1997:3.
① 教育部.基础教育课程改革纲要(试行)[J].2001.
① COPLEY F B, FREDERICK W, TAYLOR, father of scientific management[M]. New York:A. M. Kelley,1923.
② [美]TAYLOR F W.科学管理原理[M].胡隆昶,译.北京：中国社会科学出版社,1984：221.
③ TAYLOR F W. Shop management[M]. New York:Harper and Brothers,1912.
④ 吴筱.回归科学管理[M].北京：中国纺织出版社,2008：5.
① TAYLOR F W. The principles of scientific management[M]. Florence, Italy:Cosimo,1911.
① [美]卡罗琳·J.斯奈德,米歇尔·阿克-霍切瓦尔,克里丝滕·M.斯奈德.生活在混沌边缘：引领学校步入全球化时代[Ml.郑旭东,丁煜,李曙华,译.北京：教育科学出版社,2011：42.
② ENGLISH F W. Educational Administration:The human Science[M]. New York:HarperCollins,1992:39.
③ CALLAHAN R E. Education and the Cult of Efficiency[M]. Chicago:The University of Chicago Press,1962:97.
④ CALLAHAN R E. Education and the Cult of Efficiency[M]. Chicago:The University of Chicago Press,1962:148.
⑤ GERLACH M I, J R LINCOLN. The organization of business networks in the U.S. and Japan[M]//ROBERT G ECCLES, NITIN NOHR1A. Networks and Organizations:Structure, Form and Action. Boston:Harvard Business Press, 1992.
⑥ 欧用生.放社会的教育改革[M].台北：心理出版社有限公司,1994.
⑦ WILLIS Q SHUBERT W, BULLOUGH R V, KRIDELC, HOLTON J T. The American curriculum:A documented history[M]. Westport:Greenwood Press,1993.
⑧ KLIEBARD H M. The struggle for the American curriculum,1893-1958[M].2nd ed.New York:Routledge,1995: 77.
① KLIEBARD H M. The struggle for the American curriculum,1893-1958[M].2nd ed.New York:Routledge,1995: 83.
② GRAHAM P A. Joseph Mayer Rice as a founder of the progressive education movement[J]. Journal of Educational Measurement,1966,3(2):129-133.
③ SETRAN D. " From Morality to Character":Conservative Progressivism and the Search for Civic Virtue, 1910-1930□[J]. Paedagogica historica,2003,39(4):435-456.
④ JAMES A Mecklenburger, Performance Contracting:1969-1971 [M]. Worthington, OH:Charles A. Jones,1972:2.
⑤ GROSS B, GROSS R. The Great school debate:which way for American education?[M]. New York:Simon & Schuster,1985.
① ANGUS D L, MIREL J E. The Failed Promise of the American High School,1890-1995[M]. New York:Teacher College Press,1999:135.
② GRUBB W N, LAZERSON M. Education and the Labor Market:Recycling the Youth problem[M]//HARVEY KANTOR, DAVID TYACK. Work, Youth, and Schooling. Stanford, CA:Stanford University Press,1982:110-141.
③ EDMONDS R. Effective Schools for the Urban Poor[J]. Educational Leadership,1979,37(1):14-26.
④ [英]路易斯·斯托尔,(加)迪安·芬克.未来的学校：变革的目标与路径[M].柳国辉,译.北京：北京大学出版社,2010：34.
⑤ RUTTER M, MAUGHAN B. School Effectiveness Findings 1979-2002[J]. Journal of School Psychology,2002, 40(6):451-475.
⑥ SHEPARD L.A. The role of assessment in a learning culture[J]. Educational researcher,2000,29(7):4-14.
① CLINCHY E. The Educationally Challenged American School District[J]. Phi Delta Kappan,1998,80(4):272-277.
② 吴世彩.管理易[M].兰州：甘肃文化出版社.2005：32.
① CALLAHAN R E. Education and the Cult of Efficiency[M]. Chicago:The University of Chicago Press,1962:120.
② SNYDER K J, ACKER-HOCEVAR M, SNYDER K M. Living on the edge of chaos:Leading schools into the global age [M].2nd ed. Milwaukee:ASQ Quality Press,2008:40.
③ 韩子贵.管理思想概论[M].北京：经济管理出版社.2006：51.
④ 国家行政学院.西方国家行政改革书评[M].北京：国家行政学院出版社,1998：142.
① WEBER, MAX. Bureaucracy[M]//H GERTH, C W MILLS. Max Weber:Essays in Sociology. Oxford:Oxford University Press,1992.
② RABIN, JACK, JAMES S. BOWMAN. Politics and administration:Woodrow Wilson and American public administration[M]. Boca Raton:CRC Press,1984.
③ GRUENING G Origin and theoretical basis of New Public Management[J]. International public management journal,2001,4(1):1-25.
④ POLLITT, CHRISTOPHER. Managerialism and the public services:Cuts or cultural change in the 1990s?[M]. Arizona:Blackwell Business,1993.
⑤ HOOD, CHRISTOPHER. A public management for all seasons?[J]. Public administration,1991,69 (1):3-19.
⑥ LAN, ZHIYONG, DAVID H ROSENBLOOM. Editorial:public administration in transition?[J]. Public Administration Review,1992,52 (6):535-537.
⑦ BARZELAY, MICHAEL. Breaking through bureaucracy:A new vision for managing in govemment[M]. California:University of California Press,1992.
⑧ OSBORNE D, GAEBLER T. Reinventing government:How the entrepreneurial spirit is transforming government[M]. Reading Mass:Adison Wesley Public Comp,1992.
⑨ 陈振明.从公共行政学、新公共行政学到公共管理学——西方政府管理研究领域的“范式”变化[J].政治学研究,1999,01：82-91.
⑩ 金太军.新公共管理：当代西方公共行政的新趋势[J].国外社会科学,1997,05：21-25.
11 [澳]欧文·E·休斯.公共管理导论[M].彭和平,周明德,金竹青译.北京：中国人民大学出版社,2001：12-17.
① 陈国权,曾军荣.经济理性与新公共管理[J].浙江大学学报(人文社会科学版),2005,02：64-71.
② 方福前.公共选择理论[M].北京：中国人民大学出版社,2000.
③ MOE TERRY M. The New Economics of Organization[J]. American Journal of Political Science,1984,28(4): 739-777.
① KIEWIET D R, MCCUBBINS M D. The Logic of Delegation[M]. Chicago:University of Chicago Press,1991.
② ARROW, KENNETH J. The organization of economic activity:issues pertinent to the choice of market versus nonmarket allocation[J]. The analysis and evaluation of public expenditure:the PPB system,1969,1:59-73.
③ COASE, RONALD HARRY. Problem of Social Cost, The[J]. JL & econ. 1960,3:1.
④ RICHARD SCHMALENSEE, ROBERT D. WILLIG Handbook of industrial organization[M]. Amsterdam: North-Holland,1989:136-144.
⑤ 杨悦.交易成本理论的哲学思想与方法论基础[J].南京社会科学,2004,07：9-15.
① JAN CURRIE, RICHARD DEANGELIS, HARRY DEBOER, JEROEN HUISMAN, CLAUDE LACOTTE. Globalizing Practices and University Responses:European and Anglo-American Differences[M]. London:Praeger Publisher,2003:116.
② BENNETT, CHARLIE, HERB HILL. Performance management systems:the importance of defining their purpose. 2002.
① 卓越.公共部门绩效管理[M].福州：福建人民出版社,2004：1.
② LANGE, DAVID. Tomorrow's schools:The reform of education administration in New Zealand.1988.
③ 杨东平.“教育产业化”和教育市场化：两种不同的改革[N].学习时报,2006.
① [美]伍德罗·威尔逊.行政学之研究[M]∥白彭和平,竹立家等.国外公共行政理论精选.北京：中共中央党校出版社,1997：15.
② [美]弗兰克·J·古德诺.政治与行政[Ml.北京：华夏出版社,1987：12.
③ RAZ J. Myth of Instrumental Rationality, The[J]. J. Ethics & Soc.2005,1:1.
④ [美]文森特·奥斯特罗姆.美国公共行政的思想危机[M].毛寿龙,译.上海：上海三联书店,1999：37.
⑤ CHRISTOPHER H. The Art of the State, Culture, Rhetoric and Public Management[J].1998.
① IAN H. The social construction of what? [M]. Cambridge:Harvard University Press,1999.
② 高文,徐斌艳,吴刚.建构主义教育研究[M].北京：教育科学出版社,2008：3-4.
① 中国大百科全书：哲学Ⅱ[M].北京：中国大百科全书出版社,1987：718-724.
② LINCOLN, YVONNA S.The Meaning of a Constructivist:A Remembrance of Transformations Past[M]//EGON G GUBA. The Paradigm Dialogue. Newbury Park, Calif:Sage,1990:67-87.
③ GEERTZ C. The Interpretation of Cultures[M]. New York:Basic Books,1973.
④ NELSON G Ways of world making [M]. Indianapolis:Hackett Publishing Company,1978:1.
⑤ SERGIO S. Science without myth-on constructions, reality, and social knowledge [M]. New York:State university of New York Press,1996:49-50.
⑥ 高文,徐斌艳,吴刚.建构主义教育研究[M].北京：教育科学出版社,2008：20.
① AUDI R.The Cambridge dictionary of philosophy[M]. Cambridge University Press,1999:855.
② PHOLIP BREY. Philosophy of technology and social constructivism[J]. Society for philosophy & technology,1997, 2:3-4.
③ [英]ERNESTP.数学教育哲学[M].齐建华,张松枝,译.上海：上海教育出版社,1998：51-54.
① 高文.维果茨基心理发展理论与社会建构主义[J].外国教育资料,1999,04：10-14.
② [英]ERNEST P.数学教育哲学[M].齐建华,张松枝,译.上海：上海教育出版社,1998：129.
③ STAKE R E. Program evaluation, particularly responsive evaluation[M]. Springer Netherlands,1983:287-310.
① GUBA E G, Lincoln Y S. Effective evaluation:Improving the usefulness of evaluation results through responsive and naturalistic approaches[M]. San Francisco:Jossey-Bass,1981.
② GUBA E G, Lincoln Y S. Epistemological and methodological bases of naturalistic inquiry[J]. ECTJ,1982,30(4): 233-252.
③ [美]卡罗琳·J.斯奈德,米歇尔·阿克-霍切瓦尔,克里丝滕·M.斯奈德.生活在混沌边缘：引领学校步入全球化时代[M].郑旭东,丁煜,李曙华,译.北京：教育科学出版社,2011：190.
④ LINCOLN Y S. Fourth Generation Evaluation[M]. Newbury Park, Calif:Sage,1989:40-41.
⑤ LINCOLN Y S. Fourth Generation Evaluation[M]. Newbury Park, Calif:Sage,1989:51-56.
① 卢立涛.发展性学校评价在我国实施的个案研究[M].重庆大学出版社,2012：61.
② LINCOLN Y S. Fourth Generation Evaluation[M], Newbury Park, Calif:Sage,1989:174.
① PETERSON P. Our schools and our future:are we still at risk? [M]. Stanford, California:Hoover Press,2003:32.
① National Commission on Excellence in Education. A nation at risk:The imperative for educational reform[J]. The Elementary School Journal,1983:113-130.
② 张民选,陆璟,占胜利,等.专业视野中的PISA[J].教育研究,2011,6(3).
① 郭思文,李凌艳.影响学生学习素养的环境因素测评：PISA的框架,内容及政策影响[J].比较教育研究,2012,12：019.
① TOPPING K, VALTIN R, ROLLER C. Policy and Practice Implications of the Program for International Student Assessment (PISA) 2000 Report of the International Reading Association PISA Task Force April 2003[J]. Retrieved June April,2003,7:2005.
② PISA Programme for International Student Assessment (PISA) PISA 2000 Technical Report:PISA 2000 Technical Report[M]. Paris:OECD Publishing,2003:15-17.
① ARTELT C, BAUMERT J, JULIUM-MCELVANY N. Knowledge and skills for life:first results from the OECD Programme for International Student Assessment (PISA) 2000[J].2001.
② Programme for International Student Assessment. PISA The PISA 2003 Assessment Framework:Mathematics, Reading, Science and Problem Solving Knowledge and Skills[M]. Paris:OECD Publishing,2003.
③ 王蕾,邓小丽.PISA2003问题解决能力测评及启示[J].外国中小学教育,2008,10：013.
④ BYBEE R, MCCRAE B, LAURIE R. PISA 2006:An assessment of scientific literacy[J]. Journal of Research in Science Teaching,2009,46(8):865-883.
⑤ OECD. PISA Assessing Scientific, Reading and Mathematical Literacy:A Framework for PISA 2006[M]. Paris: OECD Publishing,2006.
⑥ BYBEE R W. Program for International Student Assessment (PISA) 2006 and Scientific Literacy:A Perspective for Science Education Leaders[J]. Science Educator,2009,18(2):1-13.
① 陆琨PISA2009上海实施报告[J].教育发展研究,2009(024)：72-75.
② STACEY K. The international assessment of mathematical literacy:PISA 2012 framework and items[C]//12th International Congress on Mathematics Education, COEX, Seoul, Korea, July 8.2012,15.
① 郭思文,李凌艳.影响学生学习素养的环境因素测评：PISA的框架,内容及政策影响[J].比较教育研究,2012,12：019.
① 李建华.“第三次国际数学与科学研究”成果评介[J].比较教育研究,1999：(3).
② 张洪洋.科学课堂教学的国际比较研究[J].外国中小学教育,2008,6：007.
③ NEUSCHMIDT O, BARTH J, HASTEDT D. Trends in gender differences in mathematics and science (TIMSS 1995-2003)[J]. Studies in Educational Evaluation,2008,34(2):56-72.
① 鲁毓婷.全球化背景下的学生学业成就比较研—TIMSS和PISA[J].考试研究,2007,3：76-92.
② 李建华.“第三次国际数学与科学研究”成果评介[J].比较教育研究,1999：(3).
③ 鲁毓婷.全球化背景下的学生学业成就比较研究—TIMSS和PISA[J].考试研究,2007,3：76-92.
④ KELLY D L. The TIMSS 1995 international benchmarks of mathematics and science achievement:Profiles of world class performance at fourth and eighth grades[J]. Educational Research and Evaluation,2002,8(1):41-54.
① CALSYN C, GONZALES P, FRASE M. Highlights from TIMSS 1999[J]. Trends in International Mathematics and Science Study,1999.
② ROTH K J, DRUKER S L, GARNIER H E. Teaching Science in Five Countries:Results From the TIMSS 1999 Video Study. Statistical Analysis Report. NCES 2006-011 [J]. National Center for Education Statistics,2006.
③ MARTIN M O, MULLIS I V S, CHROSTOWSKI S J. TIMSS 2003 technical report[J]. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College,2004.
① MULLIS I V S, MARTIN M O, RUDDOCK G J. TIMSS 2007 Assessment Frameworks[M]. TIMSS & PIRLS International Study Center. Boston College,140 Commonwealth Avenue, Chestnut Hill, MA 02467,2005:1-2.
② MULLIS I V S, MARTIN M O, RUDDOCK G J. TIMSS 2007 Assessment Frameworks[M]. TIMSS & PIRLS International Study Center. Boston College,140 Commonwealth Avenue, Chestnut Hill, MA 02467,2005:16-72.
① MULLIS I V S, MARTIN M O, RUDDOCK G J. TIMSS 2011 Assessment Frameworks[J]. International Association for the Evaluation of Educational Achievement,2009.
② ROTH K J, DRUKER S L, GARNIER H E. Teaching Science in Five Countries:Results From the TIMSS 1999 Video Study. Statistical Analysis Report. NCES 2006-011[J]. National Center for Education Statistics,2006.
① 陈玉琨.教育评估的理论与技术[M].广州：广东高等教育出版社,1987：21-23.
② 张斌贤,从立新.高屋建瓴：当代教育新观念[M].北京：中国铁道出版社,1997：121-123.
③ LAGEMANN E C. An elusive science:The troubling history of education research[M]. Chicago:University of Chicago Press,2002:184-185.
④ HAZLETT J A. A history of the National Assessment of Educational Progress,1963-1973:a look at some conflicting ideas and issues in contemporary American education[D]. Lawrence:University of Kansas, Administration, Foundations, and Higher Education,1974.
⑤ LAGEMANN E C. An elusive science:The troubling history of education research[M]. Chicago:University of Chicago Press,2002:190-192.
⑥ 洪志忠.美国学生学业成就质量监测:NAEP的经验[J].全球教育展望,2008,6：015.
① 陈晨,潘苏东.美国全国教育进展评价体系的发展历程：40年回顾[J].外国中小学教育,2009,12：14-18+39.
② 任长松.美国国家教育进展评价NAEP及其借鉴意义[J].课程.教材.教法,2009,09：87-92.
① 曾玮,黄建伟.美国NAEP地理评价述评[J].外国教育研究,2012(010)：72-78.
② AHMANN J S, JOHN G H. National Assessment of Educational Progress. General Information Yearbook[J]. Education Commission of the States, Denver, Colo.1974:9.
① 周红.美国国家教育进展评估体系述评[J].全球教育展望,2004,33(8)：66-69.
② RUDALEVIGE A.No Child Left Behind[J].No child left behind,2003:23-54.
③ 任长松.美国国家教育进展评价NAEP及其借鉴意义[J].课程.教材.教法,2009,09：87-92.
① KATZMAN M, ROSEN R. The Science and Politics of National Educational Assessment[J]. The Teachers College Record,1970,71(4):571-587.
① LAGEMANN E C. An elusive science:The troubling history of education research[M]. Chicago:University of Chicago Press,2002:188-193.
② GLASER R, LINN R, BOHRNSTEDT G. Assessment in Transition:Monitoring the Nation's Educational Progress[M]. Washington, DC:N/A,1997:13.
① VON D M, GONZALEZ E, KIRSCH L. The role of international large-scale assessments:perspectives from technology, economy, and educational research[M]. Berlin:Springer,2013.
① 陈学宏.走向人本主义教育的学校管理[M].成都：电子科技大学出版社,2007：207-209.
② DAVENPORT C B. An Introduction to the Theory of Mental and Social Measurements[J]. Science,1904,20(519): 798-799.
③ 黄光扬,龙文祥.教育测量与评价[M].上海：华东师范大学出版社,2002：15-19.
① BROWN A. Designed-based research:Theoretical and methodological challenges in creating complex interventions in classroom settings[J]. Journal of the Learning Sciences.1992, (2):141-178.
② 王文静.“基于设计的研究”在美国的兴起与新发展[J].比较教育研究,2009(8)：62-66.
③ The Design-Based Research Collective. Design-based research:An emerging paradigm for educational inquiry[J]. Educational Researcher,2003:5-8.
④ COLLINS A. Toward a design science of education[M]. New York:Springer Berlin Heidelberg,1992:15-22.
⑤ SASHA BARAB. Design-Based Research:A Methodological Toolkit for the Learning Scientist[M]//R. KEITH SAWYER. The Cambridge Handbook of the Learning Sciences. Cambridge University Press.2006:153-171.
① 郑旭东,杨九民.学习科学研究方法论创新的艰难之旅[J].开放教育研究,2009,1：54-59.
② SAWYER R. K. The Cambridge handbook of the learning sciences[M]. New York:Cambridge University Press, 2006:157-158.
③ COLLINS A, JOSEPH D, BIELACZYC K. Design research:Theoretical and methodological issues[J]. The Journal of the learning sciences,2004,13(1):15-42.
④ FISHMAN B J, PENUEL W R, ALLEN A-R, ChENG B H, SABELLIN. (in press). Design-based implementation research:An emerging model for transforming the relationship of research and practice[M]//B J FISHMAN, W R PENUEL A-R ALLEN.B H CHENG (Eds.), Design-based implementation research:Theories, methods, and exemplars. National Society for the Study of Education Yearbook. New York, NY:Teachers College Record,2013:4.
① 吕林海.论基于设计的研究的主旨,特征及案例简析[J].教育科学,2007,5：19-22.
② 梁文鑫,余胜泉.基于设计的研究的过程与特征[J].电化教育研究,2006,7：19-21.
③ DOLAN R P, HALL T E. Universal Design for Learning:Implications for large-scale assessment[J]. IDA perspectives,2001,27(4):22-25.
① 高光平.知识经济学教程[M].北京：中国传媒大学出版社,2005：5.
② 王文静,谢秋葵.基于设计的研究：教育理论与实践创新的持续动力[J].教育理论与实践,2008,28(11)：7-11.
③ SAWYER R. K. The Cambridge handbook of the learning sciences[M]. New York:Cambridge University Press, 2006:153.
④ COBB P, CONFREY J, LEHRER R. Design experiments in educational research[J]. Educational researcher,2003, 32(1):9-13.
① DOLAN R P, HALL T E. Universal Design for Learning:Implications for large-scale assessment [J]. IDA perspectives,2001,27(4):22-25.
② FISHMAN B J, PENUEL W R, ALLEN A-R, ChENG B H, SABELLI N. (in press). Design-based implementation research:An emerging model for transforming the relationship of research and practice[M]//B J FISHMAN, W R PENUEL A-R ALLEN.B H CHENG (Eds.), Design-based implementation research:Theories, methods, and exemplars. National Society for the Study of Education Yearbook. New York, NY:Teachers College Record,2013:25-27.
③ HAMILTON L S, KLEIN S P, LORIE W. Using web-based testing for large-scale assessment[R]. RAND EDUCATION SANTA MONICA CA,2000.
④ ZENISKY A L, SIRECI S G. Technological innovations in large-scale assessment[J]. Applied Measurement in Education,2002,15(4):337-362.
① MANYIKA J, CHUI M, BROWN B. Big data:The next frontier for innovation, competition, and productivity[J]. 2011.
② 钱晓东.数据挖掘中分类方法综述[J].图书情报工作,2007,51(3)：68-71.
③ 王光宏,蒋平.数据挖掘综述[J].同济大学学报(自然科学版),2004,2：032.
④ JOHN N. Megatrends:Ten new directions transforming our lives [J].1982.
① HAND D J. Principles of data mining[J]. Drug safety,2007,30(7):621-622.
② 张黎.数据挖掘在公共图书馆管理决策中的应用[J].现代情报,2006,8：122-123,126.
① AGRAWAL R, PSAILA G. Active Data Mining[C]//KDD.1995:3-8.
① 赵丹群.数据挖掘：原理,方法及其应用[J].现代图书情报技术,2000,6(5).
② AGRAWAL R, PSAILA G Active Data Mining[C]//KDD.1995:3-8.
③ 何炎祥,彭锋,宋文欣,熊汉卫,陈莘萌.基于网络环境的分布式KDD及Data Mining研究[J].小型微型计算机系统,1999,10：744-746.
④ 李继宏.数据挖掘及其在高校图书馆期刊管理中的应用[J].现代情报,2004,7：84-86.
① 黄解军,潘和平,万幼川.数据挖掘技术的应用研究[J].计算机工程与应用,2003,39(2)：45-48.
② BENNETT R E, GOODMAN M, HESSINGER J. Using multimedia in large-scale computer-based testing programs[J]. Computers in Human Behavior,1999,15(3):283-294.
③ LIU X, RUIZ M E. Using data mining to predict K-12 students'performance on large-scale assessment items related to energy[J]. Journal of Research in Science Teaching,2008,45(5):554-573.
① 鲁光男.KDD在高校教育中的应用[J].长春大学学报,2008,18(6)：37-39.
① 教育部.国家中长期教育改革和发展规划纲要(2010-2020年)[J].教育部门户网站,2010：02-28.
① [美]埃贡·G·古贝,[美]伊冯娜·S·林肯.第四代评估[M].杨爱华,秦霖,蒋燕玲,译.北京：中国人民大学出版社.2008：463-464.
① 崔允漷、夏雪梅.试论基于课程标准的学生学业成就评价[J].课程·教材·教法,2007.1.
1.[澳]欧文·E·休斯.公共管理导论[M]..彭和平,周明德,金竹青译.北京：中国人民大学出版社,2001.
2.[美]埃贡·G·古贝,[美]伊冯娜·S·林肯.第四代评估[M].杨爱华,秦霖,蒋燕玲,译.北京：中国人民大学出版社.2008.
3.[美]布鲁纳著,邵瑞珍译.教育过程[M].北京：文化教育出版社,1982.
4.[美]弗兰克·J·古德诺.政治与行政[M].北京：华夏出版社,1987.
5.[美]格朗兰德著,郑军等译.教学测量与评价[M].石家庄：河北教育出版社,1997.
6.[美]加涅,布里格斯,韦杰.教学设计原理[M].上海：华东师范大学出版社,1999.
7.[美]卡罗琳·J.斯奈德,米歇尔·阿克-霍切瓦尔,克里丝滕·M.斯奈德.生活在混沌边缘：引领学校步入全球化时代[M].郑旭东,丁煜,李曙华,译.北京：教育科学出版社,2011.
8.[美]全美数学教师理事会.美国学校数学课程与评价标准[M].人民教师与出版社数学教研室,译.北京：人民教育出版社,1994.
9.[美]泰勒,施良方.课程与教学的基本原理[M].北京：人民教育出版社,1994.
10.[美]TAYLOR F W.科学管理原理[M].胡隆昶,译.北京：中国社会科学出版社,1984.
11.[美]文森特·奥斯特罗姆.美国公共行政的思想危机[M].毛寿龙,译.上海：上海三联书店,1999.
12.[美]伍德罗·威尔逊.行政学之研究[M]//白彭和平,竹立家等.国外公共行政理论精选.北京：中共中央党校出版社,1997.
13.[英]ERNEST P.数学教育哲学[M].齐建华,张松枝,译.上海：上海教育出版社,1998.
14.[英]路易斯·斯托尔,(加)迪安·芬克.未来的学校：变革的目标与路径[M].柳国辉,译.北京：北京大学出版社,2010.
15.北京教育行政学院.学校管理的技术与手段[M].北京：文化艺术出版社,1990.
16.陈漠开.高等教育评价概论[M].长春：吉林教育出版社.1988.
17.陈学宏.走向人本主义教育的学校管理[M].成都：电子科技大学出版社,2007.
18.陈玉琨,赵永年.教育学文集·教育评价[M].北京：人民教育出版社,1989.
19.陈玉琨.教育评估的理论与技术[M].广州：广东高等教育出版社,1987.
20.从立新,章燕.澳大利亚课程标准[M].北京：人民教育出版社,2005.
21.方福前.公共选择理论[M].北京：中国人民大学出版社,2000.
22.方健华,中小学教科研方法指南及论文导写[M].南京：南京师范大学出版社,2010.
23.傅德荣,章慧敏,刘清堂.教育信息处理(第二版)[M].北京：北京师范大学出版社,2001.
24.高光平.知识经济学教程[M].北京：中国传媒大学出版社,2005.
25.高文,徐斌艳,吴刚.建构主义教育研究[M].北京：教育科学出版社,2008.
26.张斌贤,从立新.高屋建瓴：当代教育新观念[M].北京：中国铁道出版社,1997.
27.国家行政学院.西方国家行政改革书评[M].北京：国家行政学院出版社,1998.
28.韩子贵.管理思想概论[M].北京：经济管理出版社.2006.
29.胡中锋,李方.教育测量与评价[M].广州：广东高等教育出版社,1999.
30.黄光扬,龙文祥.教育测量与评价[M].上海：华东师范大学出版社,2002.
31.黄光扬.教育测量与评价[M].上海：华东师范大学出版社,2012.
32.卢立涛.发展性学校评价在我国实施的个案研究[M].重庆大学出版社,2012.
33.经济合作与发展组织(OECD)编,杨宏进,薛澜译.以知识为基础的经济[M].北京：机械工业出版社,1997.
34.马永霞.教育评价[M].北京：当代世界出版社,2001.
35.欧用生.放社会的教育改革[M].台北：心理出版社有限公司,1994.
36.陈玉琨,赵永年.教育评价[M].瞿葆奎.教育学文集.北京：人民教育出版社,1989
37.王汉澜.教育评价学[M].郑州：河南大学出版社,1995.
38.王孝玲.教育测量[M].上海：华东师范大学出版社,1989.
39.吴世彩.管理易[M].兰州：甘肃文化出版社.2005.
40.吴筱.回归科学管理[M].北京：中国纺织出版社,2008.
41.向德全,胡玲翠,宋浩.教育评价的技术与方法[M].西安：西北大学出版社,2006.
42.张凯.标准参照测验理论研究[M].北京：北京语言文化大学出版社,2002.
43.中国大百科全书：哲学Ⅱ[M].北京：中国大百科全书出版社,1987.
44.中华人民共和国教育部.全日制义务教育数学课程标准[M].北京：北京师范大学出版社,2001.
45.卓越.公共部门绩效管理[M].福州：福建人民出版社,2004.
1.曾玮,黄建伟.美国NAEP地理评价述评[J].外国教育研究,2012(010)：72-78.
2.陈晨,潘苏东.美国全国教育进展评价体系的发展历程：40年回顾[J].外国中小学教育,2009,12：14-18+39.
3.陈刚.全球化与文化认同[J].江海学刊,2002,5：49-54.
4.陈国权,曾军荣.经济理性与新公共管理[J].浙江大学学报(人文社会科学版),2005,02： 64-71.
5.陈振明.从公共行政学、新公共行政学到公共管理学——西方政府管理研究领域的“范式”变化[J].政治学研究,1999,01：82-91.
6.崔允漷.促进学习：学业评价的新范式[J].教育科学研究,2010,3：004.
7.非洲法语国家联盟教育系统分析项目(PASEC) [N],教育部基础教育质量监测中心信息简报第9期,2011.2
8.高文.维果茨基心理发展理论与社会建构主义[J].外国教育资料,1999,04：10-14.
9.郭思文,李凌艳.影响学生学习素养的环境因素测评：PISA的框架,内容及政策影响[J].比较教育研究,2012,12：019.
10.国家教育考试评价研究院课题组,年智英[EB/OL].(2011-02-23)[2013-09-08]http://niea.neea.edu.cn/infor.jsp?infoid=44534&class_id=40_04
11.郝云峰,马雪莲.解读21世纪教育的“四大支柱”[J].成人教育,2010(010)：36-37.
12.何炎祥,彭锋,宋文欣,熊汉卫,陈莘萌.基于网络环境的分布式KDD及Data Mining研究[J].小型微型计算机系统,1999,10：744-746.
13.洪志忠.美国学生学业成就质量监测：NAEP的经验[J].全球教育展望,2008,6：015.
14.黄解军,潘和平,万幼川.数据挖掘技术的应用研究[J].计算机工程与应用,2003,39(2)：45-48.
15.教育部.国家中长期教育改革和发展规划纲要(2010-2020年)[J].教育部门户网站,2010：02-28.
16.教育部.基础教育课程改革纲要(试行)[J].2001.
17.金太军.新公共管理：当代西方公共行政的新趋势[J].国外社会科学,1997,05：21-25.
18.李继宏.数据挖掘及其在高校图书馆期刊管理中的应用[J].现代情报,2004,7：84-86.
19.李建华.“第三次国际数学与科学研究”成果评介[J].比较教育研究,1999：(3).
20.李曙光.南非东非教育质量监测(SACMEQ)[EB/OL]. (2011-04-14). [2013-09-10] http://www.eachina.org.cn/eac/gjjc/ff8080812ea2c997012f51b0d5e90034.htm
21.李伟涛.基于PISA测试结果的教育政策调整分析[J],教育发展研究,2012,04：44-47.
22.梁文鑫,余胜泉.基于设计的研究的过程与特征[J].电化教育研究,2006,7：19-21.
23.刘洋,兰聪花,马炅.电子档案袋评价与传统教学评价的比较研究[J].电化教育研究,2012,2：015.
24.鲁光男.KDD在高校教育中的应用[J].长春大学学报,2008,18(6)：37-39.
25.鲁毓婷.全球化背景下的学生学业成就比较研究TIMSS和PISA[J].考试研究,2007,3：76-92.
26.陆璟.PISA2009上海实施报告[J].教育发展研究,2009(024)：72-75.
27.吕林海.论基于设计的研究的主旨,特征及案例简析[J].教育科学,2007,5：19-22.
28.钱晓东.数据挖掘中分类方法综述[J].图书情报工作,2007,51(3)：68-71.
29.任长松.美国国家教育进展评价NAEP及其借鉴意义[J].课程.教材.教法,2009,09：87-92.
30.王光宏,蒋平.数据挖掘综述[J].同济大学学报(自然科学版),2004,2：032.
31.王蕾,邓小丽.PISA2003问题解决能力测评及启示[J].外国中小学教育,2008,10：013.
32.王蕾.基于大规模考试的教育质量评价[J].教育科学研究,2010(011)：37-41.
33.王蕾.我国大规模教育评价项目探究与实践[J].管理与评价,2007,11.
34.王文静,谢秋葵.基于设计的研究：教育理论与实践创新的持续动力[J].教育理论与实践,2008,28(11)：7-11.
35.王文静.“基于设计的研究”在美国的兴起与新发展[J].比较教育研究,2009(8)：62-66.
36.王兴成.知识革命与知识经济[J].科学学研究,1998,03：3-8.
37.雅克,德洛尔.教育——财富蕴藏其中[J]UNESCO教育丛书,1996：76-86.
38.杨东平. “教育产业化”和教育市场化：两种不同的改革[N].学习时报,2006.
39.杨悦.交易成本理论的哲学思想与方法论基础[J].南京社会科学,2004,07：9-15.
40.张洪洋.科学课堂教学的国际比较研究[J].外国中小学教育,2008,6：007.
41.张黎.数据挖掘在公共图书馆管理决策中的应用[J].现代情报,2006,8：122-123,126.
42.张民选,陆琛,占胜利,等.专业视野中的PISA[J].教育研究,2011,6(3).
43.赵丹群.数据挖掘：原理,方法及其应用[J].现代图书情报技术,2000,6(5).
44.郑东辉.促进学习的评价：学校的使命[J].当代教育科学,2008(16)：39-42.
45.郑旭东,杨九民.学习科学研究方法论创新的艰难之旅[J].开放教育研究,2009,1：54-59.
46.周红.美国国家教育进展评估体系述评[J].全球教育展望,2004,33(8)：66-69.
1. AGRAWAL R, PSAILA G. Active Data Mining[C]//KDD.1995:3-8.
2. AHMANN J S, JOHN G H. National Assessment of Educational Progress. General Information Yearbook [J]. Education Commission of the States, Denver, Colo.1974: 9.
3. American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. [M]. Standards for educational and psychological testing. Washington, DC:Authors,1985.
4. ANGUS D L, MIREL J E. The Failed Promise of the American High School,1890-1995[M]. New York:Teacher College Press,1999.
5. ARROW, KENNETH J. The organization of economic activity:issues pertinent to the choice of market versus nonmarket allocation[J]. The analysis and evaluation of public expenditure:the PPB system,1969,1:59-73.
6. ARTELT C, BAUMERT J, JULIUM-MCELVANY N. Knowledge and skills for life:first results from the OECD Programme for International Student Assessment (PISA) 2000[J].2001.
7. ARTHUR F, Brief History of IEA:50 Years of Educational Research[EB/OL]. [2013-09-08] http://www.iea.nl/brief_history.html
8. AUDI R. The Cambridge dictionary of philosophy[M]. Cambridge University Press, 1999.
9. BANTA T W. Reliving the history of large-scale assessment in higher education [J]. Assessing Student Achievement in General Education:Assessment Update Collections, 2007,5:19.
10. BARZELAY, MICHAEL. Breaking through bureaucracy:A new vision for managing in government[M]. California:University of California Press,1992.
11. BENNETT R E, GOODMAN M, HESSINGER J. Using multimedia in large-scale computer-based testing programs[J]. Computers in Human Behavior,1999,15(3):283-294.
12. BENNETT, CHARLIE, HERB HILL. Performance management systems:the importance of defining their purpose.2002.
13. BENNETT R E. Reinventing assessment:Speculations on the future of large scale educational testing [M]. Princeton, NJ:Policy and Information Center, Educational Testing Service,1998.
14. BLOOM B S, ENGELHART M D, FURST E J. Taxonomy of educational objectives:Handbook I:Cognitive domain[J]. New York:David McKay,1956,19:56.
15. BROWN A. Designed-based research:Theoretical and methodological challenges in creating complex interventions in classroom settings [J]. Journal of the Learning Sciences.1992, (2):141-178.
16. BYBEE R W. Program for International Student Assessment (PISA) 2006 and Scientific Literacy:A Perspective for Science Education Leaders [J]. Science Educator,2009, 18(2):1-13.
17. BYBEE R, MCCRAE B, LAURIE R. PISA 2006:An assessment of scientific literacy[J]. Journal of Research in Science Teaching,2009,46(8):865-883.
18. CALLAHAN R E. Education and the Cult of Efficiency[M]. Chicago:The University of Chicago Press,1962.
19. CALSYN C, GONZALES P, FRASE M. Highlights from TIMSS 1999[J]. Trends in International Mathematics and Science Study,1999.
20. CARROLL J B, Hus6n T. The teaching of French as a foreign language in eight countries[M]. New York:Wiley,1975.
21. CHRISTOPHER H. The Art of the State, Culture, Rhetoric and Public Management [J]. 1998.
22. CHUDOWAKY N, PELLEGRINO J W. Large-scale assessments that support learning:What will it take?[J]. Theory into practice,2003,42(1):75-83.
23. CLARKE M. Framework for Building an Effective Student Assessment System, READ/SABER Working Paper[EB/OL]. Washington, DC:World Bank,2011:10-11.
24. CLINCHY E. The Educationally Challenged American School District [J]. Phi Delta Kappan,1998,80(4):272-277.
25. COASE, RONALD HARRY. Problem of Social Cost, The[J]. JL & econ.1960,3:1.
26. COBB P, CONFREY J, LEHRER R. Design experiments in educational research[J]. Educational researcher,2003,32(1):9-13.
27. COLLINS A, JOSEPH D, BIELACZYC K. Design research:Theoretical and methodological issues[J]. The Journal of the learning sciences,2004,13(1):15-42.
28. COLLINS A. Toward a design science of education[M]. New York:Springer Berlin Heidelberg,1992.
29. COPLEY F B, FREDERICK W, TAYLOR, father of scientific management[M]. New York:A. M. Kelley,1923.
30. CROCKER L, ALGINA J. Introduction to classical and modern test theory[M]. Holt, Rinehart and Winston,6277 Sea Harbor Drive, Orlando, FL 32887,1986.
31. CRONBACH L J. Essentials of psychological testing[J]. New York, happer and Row publishers.1990.
32. DAVENPORT C B. An Introduction to the Theory of Mental and Social Measurements [J]. Science,1904,20(519):798-799.
33. DOLAN R P, HALL T E. Universal Design for Learning:Implications for large-scale assessment[J]. IDA perspectives,2001,27(4):22-25.
34. EARL L, KATZ S. Rethinking classroom assessment with purpose in mind [J]. Western and Northern Canadian Protocol for Collaboration in Education. Retrieved June,2006, 30:2009.
35. EARL L, TRANCE N. Embedding accountability and improvement into large-scale assessment:what difference does it make? [J]. Peabody Journal of Education,2000, 75(4):114-141.
36. EDMONDS R. Effective Schools for the Urban Poor [J]. Educational Leadership,1979, 37(1):14-26.
37. ENGLISH F W. Educational Administration:The human Science[M]. New York: HarperCollins,1992.
38. FAURE E. Learning To Be:The World of Education Today and TomorrowtJ].1972.
39. FISHMAN B J, PENUEL W R, ALLEN A-R, ChENG B H, SABELLI N. (in press). Design-based implementation research:An emerging model for transforming the relationship of research and practice[M]//B J FISHMAN, W R PENUEL A-R ALLEN,B H CHENG (Eds.), Design-based implementation research:Theories, methods, and exemplars. National Society for the Study of Education Yearbook. New York, NY:Teachers College Record, 2013.
40. FORAY D, LUNDVALL B A. The Knowledge Based Economy [J]. OCDE, Paris,1997.
41. GEERTZ C. The Interpretation of Cultures[M]. New York:Basic Books,1973.
42. GERLACH M I, J R LINCOLN. The organization of business networks in the U.S. and Japan[M]//ROBERT G ECCLES, NITIN NOHRIA. Networks and Organizations:Structure, Form and Action. Boston:Harvard Business Press,1992.
43. GLASER R, LINN R, BOHRNSTEDT G. Assessment in Transition:Monitoring the Nation's Educational Progress[M]. Washington, DC:N/A,1997.
44. GLASER R, SILVER E. Assessment, testing, and instruction:Retrospect and prospect[J]. Review of research in education,1994,20:393-419.
45. GLASER R. Instructional technology and the measurement of learning outcomes:Some questions[J]. American psychologist,1963,18(8):519.
46. GRAHAM P A. Joseph Mayer Rice as a founder of the progressive education movement [J]. Journal of Educational Measurement,1966,3(2):129-133.
47. GROSS B, GROSS R. The Great school debate:which way for American education?[M]. New York:Simon & Schuster,1985.
48. GRUBB W N, LAZERSON M. Education and the Labor Market:Recycling the Youth problem[M]//HARVEY KANTOR, DAVID TYACK. Work, Youth, and Schooling. Stanford, CA: Stanford University Press,1982.
49. GRUENING G. Origin and theoretical basis of New Public Management [J]. International public management journal,2001,4(1):1-25.
50. GUBA E G, Lincoln Y S. Effective evaluation:Improving the usefulness of evaluation results through responsive and naturalistic approaches[M]. San Francisco: Jossey-Bass,1981.
51. GUBA E G, Lincoln Y S. Epistemological and methodological bases of naturalistic inquiry[J]. ECTJ,1982,30(4):233-252.
52. HAMILTON L S, KLEIN S P, LORIE W. Using web-based testing for large-scale assessment[R]. RAND EDUCATION SANTA MONICA CA,2000.
53. HAND D J. Principles of data mining[J]. Drug safety,2007,30(7):621-622.
54. HAZLETT J A. A history of the National Assessment of Educational Progress,1963-1973: a look at some conflicting ideas and issues in contemporary American education[D]. Lawrence:University of Kansas, Administration, Foundations, and Higher Education, 1974.
55. HERMAN J L. Large-scale assessment in support of school reform:Lessons in the search for alternative measures [M]. Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing, Graduate School of Education & Information Studies, University of California, Los Angeles,1997.
56. HILL S A. National Assessment of Educational Progress [J]. American Mathematical Monthly,1980,87(6):427-28.
57. HOOD, CHRISTOPHER. A public management for all seasons?[J]. Public administration, 1991,69 (1):3-19.
58. HUFF K, STEINBERG L, MATTS T. The promises and challenges of implementing evidence-centered design in large-scale assessment[J]. Applied Measurement in Education,2010,23(4):310-324.
59. IAN H. The social construction of what? [M]. Cambridge:Harvard University Press, 1999.
60. JAMES A Mecklenburger, Performance Contracting:1969-1971[M]. Worthington, OH: Charles A. Jones,1972.
61. JAN CURRIE, RICHARD DEANGELIS, HARRY DEBOER, JEROEN HUISMAN, CLAUDE LACOTTE. Globalizing Practices and University Responses:European and Anglo-American Differences[M]. London:Praeger Publisher,2003.
62. JAN DE LANGE. Large-scale assessment and mathematics education [M]//LESTER, F K. Second Handbook of Research on Mathematics Teaching and Learning:A Project of the National Council of Teachers of Mathematics. DC:National Council of Teachers of Mathematics,2007.
63. JOHN N. Megatrends:Ten new directions transforming our lives [J].1982.
64. KAMENS D H, MCNEELY C L. Globalization and the growth of international educational testing and national assessment [J]. Comparative Education Review,2010,54(1): 5-25.
65. KATZMAN M, ROSEN R. The Science and Politics of National Educational Assessment [J]. The Teachers College Record,1970,71(4):571-587.
66. KELLY D L. The TIMSS 1995 international benchmarks of mathematics and science achievement:Profiles of world class performance at fourth and eighth grades [J]. Educational Research and Evaluation,2002,8(1):41-54.
67. KIEWIET D R, MCCUBBINS M D. The Logic of Delegation[M]. Chicago:University of Chicago Press,1991.
68. KLEIN S, BENJAMIN R, SHAVELSON R. The Collegiate Learning Assessment Facts and Fantasies[J]. Evaluation Review,2007,31(5):415-439.
69. KLIEBARD H M. The struggle for the American curriculum,1893-1958[M].2nd ed. New York:Routledge,1995.
70. LAGEMANN E C. An elusive science:The troubling history of education research[M]. Chicago:University of Chicago Press,2002.
71. LAN, ZHIYONG, DAVID H ROSENBLOOM. Editorial:public administration in transition?[J]. Public Administration Review,1992,52 (6):535-537.
72. LANGE, DAVID. Tomorrow's schools:The reform of education administration in New Zealand.1988.
73. LINCOLN Y S. Fourth Generation Evaluation[M]. Newbury Park, Calif:Sage,1989.
74. LINCOLN, YVONNA S. The Meaning of a Constructivist:A Remembrance of Transformations Past[M]//EGON G GUBA. The Paradigm Dialogue. Newbury Park, Calif:Sage,1990.
75. LIU X, RUIZ M E. Using data mining to predict K-12 students' performance on large-scale assessment items related to energy[J]. Journal of Research in Science Teaching,2008,45(5):554-573.
76. LOMASK M, BARON J B, GREIG J. ConnMap:Connecticut's use of concept mapping to assess the structure of students'knowledge of science[C]//annual meeting of the National Association of Research in Science Teaching. Cambridge, MA.1992.
77. MANN H. Boston grammar and writing schools [J]. The Common School Journal,1845: 7:19.
78. MANYIKA J, CHUI M, BROWN B. Big data:The next frontier for innovation, competition, and productivity[J].2011.
79. MARTIN M O, MULL IS I V S, CHROSTOWSKI S J. TIMSS 2003 technical report[J]. Chestnut Hill, M A:TIMSS & PIRLS International Study Center, Boston College,2004.
80. MCLUHAN M. Understand media:The extensions of man[J].1964.
81. MOE TERRY M. The New Economics of Organization [J]. American Journal of Political Science,1984,28(4):739-777.
82. MULLIS I V S, MARTIN M 0, RUDDOCK G J. TIMSS 2007 Assessment Frameworks [M]. TIMSS & PIRLS International Study Center. Boston College,140 Commonwealth Avenue, Chestnut Hill, MA 02467,2005.
83. MULLIS I V S, MARTIN M 0, RUDDOCK G J. TIMSS 2011 Assessment Frameworks[J]. International Association for the Evaluation of Educational Achievement,2009.
84. National Commission on Excellence in Education. A nation at risk:The imperative for educational reform[J]. The Elementary School Journal,1983:113-130.
85. NELSON G. Ways of world making [M]. Indianapolis:Hackett Publishing Company,1978.
86. NEUSCHMIDT 0, BARTH J, HASTEDT D. Trends in gender differences in mathematics and science (TIMSS 1995-2003)[J]. Studies in Educational Evaluation,2008,34(2): 56-72.
87. NEWTON P E. The Multiple Purposes of Assessment [M]//PENELOPE PETERSON, EVA BAKER, BARRY MCGAW. International Encyclopedia of Education.3rd ed. England:Elsevier Science Ltd,2010.
88. OECD. Education at a glance:OECD indicators[R]. Paris:OECD,1992.10.
89. OECD. PISA Assessing Scientific, Reading and Mathematical Literacy:A Framework for PISA 2006[M]. Paris:OECD Publishing,2006.
90. OSBORNE D, GAEBLER T. Reinventing government:How the entrepreneurial spirit is transforming government[M]. Reading Mass:Adison Wesley Public Comp,1992.
91.0'SULLIVAN C Y. NAEP 1996 Science Report Card for the Nation and the States. Findings from the National Assessment of Educational Progress [J].1997.
92. PELLEGRINO J W. The evolution of educational assessment:Considering the past and imagining the future[M]. Princeton, NJ:Educational Testing Service, Policy Evaluation and Research Center, Policy Information Center,2004.
93. PELLEGRINO J, CHUDOWSKY N, GLASER R. Knowing what students know:The science and design of educational assessment [M]. Washington:National Academies Press,2001.
94. PETERSON P. Our schools and our future:are we still at risk? [M]. Stanford, California:Hoover Press,2003.
95. PHOLIP BREY. Philosophy of technology and social constructivism[J]. Society for philosophy & technology,1997,2:3-4.
96. PISA Programme for International Student Assessment (PISA) PISA 2000 Technical Report:PISA 2000 Technical Report[M]. Paris:OECD Publishing,2003:15-17.
97. POLLITT, CHRISTOPHER. Managerialism and the public services:Cuts or cultural change in the 1990s?[M]. Arizona:Blackwell Business,1993..
98. Programme for International Student Assessment. PISA The PISA 2003 Assessment Framework:Mathematics, Reading, Science and Problem Solving Knowledge and Skills M. Paris:OECD Publishing,2003.
99. RABIN, JACK, JAMES S. BOWMAN. Politics and administration:Woodrow Wilson and American public administration[M]. Boca Raton:CRC Press,1984.
100. RAZ J. Myth of Instrumental Rationality, The[J]. J. Ethics & Soc.2005,1:1.
101. RICHARD SCHMALENSEE, ROBERT D. WILLIG. Handbook of industrial organization[M]. Amsterdam:North-Holland,1989.
102. ROBERT L LINN. Educational Measurement:Overview [M]//PETERSON P, BAKER E, MCGAW B. International Encyclopedia of Education.3rd ed. England:Elsevier Science Ltd,2010.
103. ROTH K J, DRUKER S L, GARNIER H E. Teaching Science in Five Countries:Results From the TIMSS 1999 Video Study. Statistical Analysis Report. NCES 2006-011 [J]. National Center for Education Statistics,2006.
104. RUDALEVIGE A. No Child Left Behind[J]. No child left behind,2003:23-54.
105. RUTTER M, MAUGHAN B. School Effectiveness Findings 1979-2002[J]. Journal of School Psychology,2002,40(6):451-475.
106. SASHA BARAB. Design-Based Research:A Methodological Toolkit for the Learning Scientist[M]//R. KEITH SAWYER. The Cambridge Handbook of the Learning Sciences. Cambridge University Press.2006.
107. SAWYER R. K. The Cambridge handbook of the learning sciences[M]. New York: Cambridge University Press,2006.
108. SCRIVEN M. The methodology ofevaluadon[J]. AERA M onograph Series on Curriculum EvMudon,1967,1:187-199.
109. SERGIO S. Science without myth-on constructions, reality, and social knowledge [M]. New York:State university of New York Press,1996.
110. SETRAN D. "From Morality to Character":Conservative Progressivism and the Search for Civic Virtue,1910-1930* [J]. Paedagogica historica,2003,39(4): 435-456.
111. SHEPARD L A. The role of assessment in a learning culture[J]. Educational researcher,2000,29(7):4-14.
112. SNYDER K J, ACKER-HOCEVAR M, SNYDER K M. Living on the edge of chaos:Leading schools into the global age [M]. Milwaukee:ASQ Quality Press,2008.
113. STACEY K. The international assessment of mathematical literacy:PISA 2012 framework and items [C]//12th International Congress on Mathematics Education, COEX, Seoul, Korea, July 8.2012,15.
114. STAKE R E. Program evaluation, particularly responsive evaluation[M]. Springer Netherlands,1983.
115. TAYLOR F W. Shop management[M]. New York:Harper and Brothers,1912.
116. TAYLOR F W. The principles of scientific management [M]. Florence, Italy:Cosimo, 1911.
117. The Design-Based Research Collective. Design-based research:An emerging paradigm for educational inquiry[J]. Educational Researcher,2003:5-8.
118. The Latin American Laboratory for Assessment of the Quality of Education (LLECE) receives international award from the ILO. [EB/OL] (2010-12-07) [2013-09-10] http://portal.unesco.org/geography/en/ev.php-URL_ID=13492&URL_D0=D0_T0PIC&URL_SECTION=201.html
119. Thomas Kellaghan (2001):The Globalisation of Assessment in the 20th Century, Assessment in Education:Principles, Policy & Practice,8:1,87-102
120. TOPPING K, VALTIN R, ROLLER C. Policy and Practice Implications of the Program for International Student Assessment (PISA) 2000 Report of the International Reading Association PISA Task Force April 2003[J]. Retrieved June April,2003,7: 2005.
121. TYLER R W. Eight-Year Study [J]. ER Smith and Ralph Tyler Appraising and Recording Student Progress. New York:Harper,1942.
122. UNESCO.1990. World Declaration on Education for All. Meeting Basic Learning Needs. Adopted by the World Conference on Education for All. New York.
123. VON D M, GONZALEZ E, KIRSCH L. The role of international large-scale assessments: perspectives from technology, economy, and educational research[M]. Berlin: Springer,2013.
124. WEBER, MAX. Bureaucracy[M]//H GERTH, C W MILLS. Max Weber:Essays in Sociology. Oxford:Oxford University Press,1992.
125. WILLIS G, SHUBERT W, BULLOUGH R V, KRIDEL C, HOLTON J T. The American curriculum: A documented history[M]. Westport:Greenwood Press,1993.
126. WITTROCK M C. Testing and recent research in cognition[J]. Testing and cognition. Englewood Cliffs:NJ:Prentice-Hall,1991:5-16.
127. ZENISKY A L, SIRECI S G. Technological innovations in large-scale assessment [J]. Applied Measurement in Education,2002,15(4):337-362.
② 教育部.基础教育课程改革纲要(试行)[J].2001.
① 陈玉琨,赵永年.教育评价[M].瞿葆奎.教育学文集.北京：人民教育出版社,1989：263.
② 陈玉琨,赵永年.教育评价[M].瞿葆奎.教育学文集.北京：人民教育出版社,1989：82.
③ 陈玉琨,赵永年.教育评价[M].瞿葆奎.教育学文集.北京：人民教育出版社,1989：301.
④ 北京教育行政学院.学校管理的技术与手段[M].北京：文化艺术出版社,1990：215.
① 李坤崇.教育评量.[M].台北：心理出版社,2008：6.
② 胡中锋,李方.教育测量与评价[M].广州：广东高等教育出版社,1999：6.
③ 王孝玲.教育测量[M].上海：华东师范大学出版社,1989：6.
① [美]全美数学教师理事会.美国学校数学课程与评价标准[M].人民教师与出版社数学教研室,译.北京：人民教育出版社,1994.
② 中华人民共和国教育部.全日制义务教育数学课程标准[M].北京：北京师范大学出版社,2001.
③ 从立新,章燕.澳大利亚课程标准[M].北京：人民教育出版社,2005：123.
④ 王蕾.我国大规模教育评价项目探究与实践[J].管理与评价,2007,11.
⑤ 黄光扬.教育测量与评价[M].上海：华东师范大学出版社,2012：7.
⑥ PELLEGRINO J, CHUDOWSKY N, GLASER R. Knowing what students know:The science and design of educational assessment [M]. Washington:National Academies Press,2001.
① CLARKE M.Framework for Building an Effective Student Assessment System, READ/SABER Working Paper[EB/OL].Washington, DC:World Bank,2011:10-11.
② HILL S A. National Assessment of Educational Progress [J]. American Mathematical Monthly,1980,87(6): 427-28.
③ BENNETT R E. Reinventing assessment:Speculations on the future of large scale educational testing [M]. Princeton, NJ:Policy and Information Center, Educational Testing Service,1998.
④ JAN DE LANGE. Large-scale assessment and mathematics education [M]//LESTER, F K. Second Handbook of Research on Mathematics Teaching and Learning:A Project of the National Council of Teachers of Mathematics. DC: National Council of Teachers of Mathematics,2007.
① NEWTON P E. The Multiple Purposes of Assessment [M]//PENELOPE PETERSON, EVA BAKER, BARRY MCGAW. International Encyclopedia of Education.3rd ed. England:Elsevier Science Ltd,2010:392-393.
① ROBERT L LINN. Educational Measurement:Overview [M]//PETERSON P, BAKER E, MCGAW B. International Encyclopedia of Education.3rd ed. England:Elsevier Science Ltd,2010:45-49.
① 李伟涛.基于PISA测试结果的教育政策调整分析[J],教育发展研究,2012,04：44-47.
① 王汉澜.教育评价学[M].郑州：河南大学出版社,1995：14.
② 马永霞.教育评价[M].北京：当代世界出版社,2001：1-11.
③ MANN H. Boston grammar and writing schools [J]. The Common School Journal,1845:7:19.
① 王汉澜.教育评价学[M].郑州：河南大学出版社,1995：2.
② LAGEMANN E C. An elusive science:The troubling history of education research[M]. Chicago:University of Chicago Press,2002:71-103.
③ 陈学宏.走向人本主义教育的学校管理[M].成都：电子科技大学出版社,2007：207-208.
④ 张斌贤,从立新.高屋建瓴：当代教育新观念[M].北京：中国铁道出版社,1997：110-118.
① LAGEMANN E C. An elusive science:The troubling history of education research[M]. Chicago:University of Chicago Press,2002:193-142.
② [美]泰勒,施良方.课程与教学的基本原理[M].北京：人民教育出版社,1994-11-25.
③ TYLER R W. Eight-Year Study [J]. ER Smith and Ralph Tyler Appraising and Recording Student Progress. New York:Harper,1942.
④ [美]泰勒,施良方.课程与教学的基本原理[M].北京：人民教育出版社,1994-38-39.
⑤ [美]布鲁纳著,邵瑞珍译.教育过程[M].北京：文化教育出版社,1982:47-48.
⑥ SCRIVEN M. The methodology ofevaluadon[J]. AERA M onograph Series on Curriculum EvMudon,1967,1: 187-199.
① 陈漠开.高等教育评价概论[M].长春：吉林教育出版社.1988：8-10.
② BLOOM B S, ENGELHART M D, FURST E J. Taxonomy of educational objectives:Handbook Ⅰ:Cognitive domain[J]. New York:David McKay,1956,19:56.
③ [美]加涅,布里格斯,韦杰.教学设计原理[M].上海：华东师范大学出版社,1999：252-254.
④ 张凯.标准参照测验理论研究[M].北京：北京语言文化大学出版社,2002：29.
⑤ GLASER R. Instructional technology and the measurement of learning outcomes:Some questions[J]. American psychologist,1963,18(8):519.
⑥ 王兴成.知识革命与知识经济[J].科学学研究,1998,03：3-8.
① FORAY D, LUNDVALL B A. The Knowledge Based Economy [J]. OCDE, Paris,1997.
② 经济合作与发展组织(OECD)编,杨宏进,薛澜译.以知识为基础的经济[M].北京：机械工业出版社,1997：4-6.
③ 雅克,德洛尔.教育——财富蕴藏其中[J]. UNESCO教育丛书,1996：76-86.
④ 郝云峰,马雪莲.解读21世纪教育的“四大支柱”[J].成人教育,2010(010)：36-37.
① 雅克,德洛尔.教育——财富蕴藏其中[J].UNESCO教育丛书,1996：76-86.
② FAURE E. Learning To Be:The World of Education Today and Tomorrow[J].1972.
① 陈刚.全球化与文化认同[J].江海学刊,2002,5：49-54.
② MCLUHAN M. Understand media:The extensions of man[J].1964.
① SNYDER K J, ACKER-HOCEVAR M, SNYDER K M. Living on the edge of chaos:Leading schools into the global age [M]. Milwaukee:ASQ Quality Press,2008:1-6.
② SNYDER K J, ACKER-HOCEVAR M, SNYDER K M. Living on the edge of chaos:Leading schools into the global age [M]. Milwaukee:ASQ Quality Press,2008:7-8.
③ 洪志忠.美国学生学业成就质量监测：NAEP的经验[J].全球教育展望,2008,6：015.
④ HILL S A. National Assessment of Educational Progress [J]. American Mathematical Monthly,1980,87(6): 427-28.
① 任长松.美国国家教育进展评价NAEP及其借鉴意义[J].课程.教材.教法,2009,09：87-92.
② O'SULLIVAN C Y. NAEP 1996 Science Report Card for the Nation and the States. Findings from the National Assessment of Educational Progress [J].1997.
① OECD.Education at a glance:OECD indicators[R].Pads:OECD,1992.10.
② 王蕾.基于大规模考试的教育质量评价[J].教育科学研究,2010(011)：37-41.
① UNESCO.1990. World Declaration on Education for All. Meeting Basic Learning Needs. Adopted by the World Conference on Education for All. New York.
② Thomas Kellaghan (2001):The Globalisation of Assessment in the 20th Century, Assessment in Education: Principles, Policy & Practice,8:1,87-102
② 非洲法语国家联盟教育系统分析项目(PASEC) [N],教育部基础教育质量监测中心信息简报第9期,2011.2
③ The Latin American Laboratory for Assessment of the Quality of Education (LLECE) receives international award from the ILO. [EB/OL] (2010-12-07) [2013-09-10] http://portal.unesco.org/geography/en/ev.php-URL_ID=13492&URL_DO=DO_TOPIC&URL_SECTION=201.html
④ KAMENS D H, MCNEELY C L. Globalization and the growth of international educational testing and national assessment [J]. Comparative Education Review,2010,54(1):5-25.
① BANTA T W. Reliving the history of large-scale assessment in higher education[J]. Assessing Student Achievement in General Education:Assessment Update Collections,2007,5:19.
① PELLEGRINO J W. The evolution of educational assessment:Considering the past and imagining the future[M]. Princeton, NJ:Educational Testing Service, Policy Evaluation and Research Center, Policy Information Center,2004.
② KLEIN S, BENJAMIN R, SHAVELSON R. The Collegiate Learning Assessment Facts and Fantasies[J]. Evaluation Review,2007,31(5):415-439.
① 任长松.美国国家教育进展评价NAEP及其借鉴意义[J].课程.教材.教法,2009,09：87-92.
② 洪志忠.美国学生学业成就质量监测:NAEP的经验[J].全球教育展望,2008,6：015.
① 刘洋,兰聪花,马炅.电子档案袋评价与传统教学评价的比较研究[J].电化教育研究,2012,2：015.
① BANTA T W. Reliving the history of large-scale assessment in higher education [J]. Assessing Student Achievement in General Education:Assessment Update Collections,2007,5:19.
① 方健华,中小学教科研方法指南及论文导写[M].南京：南京师范大学出版社,2010：159-161.
② 傅德荣,章慧敏,刘清堂.教育信息处理(第二版)[M].北京：北京师范大学出版社,2001：112-113.
① 向德全,胡玲翠,宋浩.教育评价的技术与方法[M].川.西安：西北大学出版社,2006：234.
② CROCKER L, ALGINA J. Introduction to classical and modern test theory[M]. Holt, Rinehart and Winston,6277 Sea Harbor Drive, Orlando, FL 32887,1986.
③ CRONBACH L J. Essentials of psychological testing[J]. New York, happer and Row publishers.1990.
④ American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. [M]. Standards for educational and psychological testing. Washington, DC:Authors,1985: 19.
⑤ HERMAN J L. Large-scale assessment in support of school reform:Lessons in the search for alternative measures [M]. Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing, Graduate School of Education & Information Studies, University of California, Los Angeles,1997:1-3.
① EARL L, TRANCE N. Embedding accountability and improvement into large-scale assessment:what difference does it make? [J]. Peabody Journal of Education,2000,75(4):114-141.
① EARL L, KATZ S. Rethinking classroom assessment with purpose in mind [J]. Western and Northern Canadian Protocol for Collaboration in Education. Retrieved June,2006,30:2009.
② 郑东辉.促进学习的评价：学校的使命[J].当代教育科学,2008(16)：39-42.
① EARL L, KATZ S. Rethinking classroom assessment with purpose in mind [J]. Western and Northern Canadian Protocol for Collaboration in Education. Retrieved June,2006,30:2009.
② 崔允漷.促进学习：学业评价的新范式[J].教育科学研究,2010,3：004.
② HERMAN J L. Large-scale assessment in support of school reform:Lessons in the search for alternative measures[M]. Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing, Graduate School of Education & Information Studies, University of California, Los Angeles,1997:3-4.
④ HUFF K, STEINBERG L, MATTS T. The promises and challenges of implementing evidence-centered design in large-scale assessment[J]. Applied Measurement in Education,2010,23(4):310-324.
① WITTROCK M C. Testing and recent research in cognition[J]. Testing and cognition. Englewood Cliffs:NJ: Prentice-Hall.1991:5-16.
② GLASER R, SILVER E. Assessment, testing, and instruction:Retrospect and prospect[J]. Review of research in education,1994,20:393-419.
③ CHUDOWAKY N, PELLEGRINO J W. Large-scale assessments that support learning:What will it take?[J]. Theory into practice,2003,42(1):75-83.
④ LOMASK M, BARON J B, GREIG J. ConnMap:Connecticut's use of concept mapping to assess the structure of students'knowledge of science[C]/annual meeting of the National Association of Research in Science Teaching. Cambridge, MA.1992.
⑤ CARROLL J B, Husen T. The teaching of French as a foreign language in eight countries[M]. New York:Wiley, 1975.
⑥ HERMAN J L. Large-scale assessment in support of school reform:Lessons in the search for alternative measures[M]. Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing, Graduate School of Education& Information Studies, University of California, Los Angeles,1997:3.
① 教育部.基础教育课程改革纲要(试行)[J].2001.
① COPLEY F B, FREDERICK W, TAYLOR, father of scientific management[M]. New York:A. M. Kelley,1923.
② [美]TAYLOR F W.科学管理原理[M].胡隆昶,译.北京：中国社会科学出版社,1984：221.
③ TAYLOR F W. Shop management[M]. New York:Harper and Brothers,1912.
④ 吴筱.回归科学管理[M].北京：中国纺织出版社,2008：5.
① TAYLOR F W. The principles of scientific management[M]. Florence, Italy:Cosimo,1911.
① [美]卡罗琳·J.斯奈德,米歇尔·阿克-霍切瓦尔,克里丝滕·M.斯奈德.生活在混沌边缘：引领学校步入全球化时代[Ml.郑旭东,丁煜,李曙华,译.北京：教育科学出版社,2011：42.
② ENGLISH F W. Educational Administration:The human Science[M]. New York:HarperCollins,1992:39.
③ CALLAHAN R E. Education and the Cult of Efficiency[M]. Chicago:The University of Chicago Press,1962:97.
④ CALLAHAN R E. Education and the Cult of Efficiency[M]. Chicago:The University of Chicago Press,1962:148.
⑤ GERLACH M I, J R LINCOLN. The organization of business networks in the U.S. and Japan[M]//ROBERT G ECCLES, NITIN NOHR1A. Networks and Organizations:Structure, Form and Action. Boston:Harvard Business Press, 1992.
⑥ 欧用生.放社会的教育改革[M].台北：心理出版社有限公司,1994.
⑦ WILLIS Q SHUBERT W, BULLOUGH R V, KRIDELC, HOLTON J T. The American curriculum:A documented history[M]. Westport:Greenwood Press,1993.
⑧ KLIEBARD H M. The struggle for the American curriculum,1893-1958[M].2nd ed.New York:Routledge,1995: 77.
① KLIEBARD H M. The struggle for the American curriculum,1893-1958[M].2nd ed.New York:Routledge,1995: 83.
② GRAHAM P A. Joseph Mayer Rice as a founder of the progressive education movement[J]. Journal of Educational Measurement,1966,3(2):129-133.
③ SETRAN D. " From Morality to Character":Conservative Progressivism and the Search for Civic Virtue, 1910-1930□[J]. Paedagogica historica,2003,39(4):435-456.
④ JAMES A Mecklenburger, Performance Contracting:1969-1971 [M]. Worthington, OH:Charles A. Jones,1972:2.
⑤ GROSS B, GROSS R. The Great school debate:which way for American education?[M]. New York:Simon & Schuster,1985.
① ANGUS D L, MIREL J E. The Failed Promise of the American High School,1890-1995[M]. New York:Teacher College Press,1999:135.
② GRUBB W N, LAZERSON M. Education and the Labor Market:Recycling the Youth problem[M]//HARVEY KANTOR, DAVID TYACK. Work, Youth, and Schooling. Stanford, CA:Stanford University Press,1982:110-141.
③ EDMONDS R. Effective Schools for the Urban Poor[J]. Educational Leadership,1979,37(1):14-26.
④ [英]路易斯·斯托尔,(加)迪安·芬克.未来的学校：变革的目标与路径[M].柳国辉,译.北京：北京大学出版社,2010：34.
⑤ RUTTER M, MAUGHAN B. School Effectiveness Findings 1979-2002[J]. Journal of School Psychology,2002, 40(6):451-475.
⑥ SHEPARD L.A. The role of assessment in a learning culture[J]. Educational researcher,2000,29(7):4-14.
① CLINCHY E. The Educationally Challenged American School District[J]. Phi Delta Kappan,1998,80(4):272-277.
② 吴世彩.管理易[M].兰州：甘肃文化出版社.2005：32.
① CALLAHAN R E. Education and the Cult of Efficiency[M]. Chicago:The University of Chicago Press,1962:120.
② SNYDER K J, ACKER-HOCEVAR M, SNYDER K M. Living on the edge of chaos:Leading schools into the global age [M].2nd ed. Milwaukee:ASQ Quality Press,2008:40.
③ 韩子贵.管理思想概论[M].北京：经济管理出版社.2006：51.
④ 国家行政学院.西方国家行政改革书评[M].北京：国家行政学院出版社,1998：142.
① WEBER, MAX. Bureaucracy[M]//H GERTH, C W MILLS. Max Weber:Essays in Sociology. Oxford:Oxford University Press,1992.
② RABIN, JACK, JAMES S. BOWMAN. Politics and administration:Woodrow Wilson and American public administration[M]. Boca Raton:CRC Press,1984.
③ GRUENING G Origin and theoretical basis of New Public Management[J]. International public management journal,2001,4(1):1-25.
④ POLLITT, CHRISTOPHER. Managerialism and the public services:Cuts or cultural change in the 1990s?[M]. Arizona:Blackwell Business,1993.
⑤ HOOD, CHRISTOPHER. A public management for all seasons?[J]. Public administration,1991,69 (1):3-19.
⑥ LAN, ZHIYONG, DAVID H ROSENBLOOM. Editorial:public administration in transition?[J]. Public Administration Review,1992,52 (6):535-537.
⑦ BARZELAY, MICHAEL. Breaking through bureaucracy:A new vision for managing in govemment[M]. California:University of California Press,1992.
⑧ OSBORNE D, GAEBLER T. Reinventing government:How the entrepreneurial spirit is transforming government[M]. Reading Mass:Adison Wesley Public Comp,1992.
⑨ 陈振明.从公共行政学、新公共行政学到公共管理学——西方政府管理研究领域的“范式”变化[J].政治学研究,1999,01：82-91.
⑩ 金太军.新公共管理：当代西方公共行政的新趋势[J].国外社会科学,1997,05：21-25.
11 [澳]欧文·E·休斯.公共管理导论[M].彭和平,周明德,金竹青译.北京：中国人民大学出版社,2001：12-17.
① 陈国权,曾军荣.经济理性与新公共管理[J].浙江大学学报(人文社会科学版),2005,02：64-71.
② 方福前.公共选择理论[M].北京：中国人民大学出版社,2000.
③ MOE TERRY M. The New Economics of Organization[J]. American Journal of Political Science,1984,28(4): 739-777.
① KIEWIET D R, MCCUBBINS M D. The Logic of Delegation[M]. Chicago:University of Chicago Press,1991.
② ARROW, KENNETH J. The organization of economic activity:issues pertinent to the choice of market versus nonmarket allocation[J]. The analysis and evaluation of public expenditure:the PPB system,1969,1:59-73.
③ COASE, RONALD HARRY. Problem of Social Cost, The[J]. JL & econ. 1960,3:1.
④ RICHARD SCHMALENSEE, ROBERT D. WILLIG Handbook of industrial organization[M]. Amsterdam: North-Holland,1989:136-144.
⑤ 杨悦.交易成本理论的哲学思想与方法论基础[J].南京社会科学,2004,07：9-15.
① JAN CURRIE, RICHARD DEANGELIS, HARRY DEBOER, JEROEN HUISMAN, CLAUDE LACOTTE. Globalizing Practices and University Responses:European and Anglo-American Differences[M]. London:Praeger Publisher,2003:116.
② BENNETT, CHARLIE, HERB HILL. Performance management systems:the importance of defining their purpose. 2002.
① 卓越.公共部门绩效管理[M].福州：福建人民出版社,2004：1.
② LANGE, DAVID. Tomorrow's schools:The reform of education administration in New Zealand.1988.
③ 杨东平.“教育产业化”和教育市场化：两种不同的改革[N].学习时报,2006.
① [美]伍德罗·威尔逊.行政学之研究[M]∥白彭和平,竹立家等.国外公共行政理论精选.北京：中共中央党校出版社,1997：15.
② [美]弗兰克·J·古德诺.政治与行政[Ml.北京：华夏出版社,1987：12.
③ RAZ J. Myth of Instrumental Rationality, The[J]. J. Ethics & Soc.2005,1:1.
④ [美]文森特·奥斯特罗姆.美国公共行政的思想危机[M].毛寿龙,译.上海：上海三联书店,1999：37.
⑤ CHRISTOPHER H. The Art of the State, Culture, Rhetoric and Public Management[J].1998.
① IAN H. The social construction of what? [M]. Cambridge:Harvard University Press,1999.
② 高文,徐斌艳,吴刚.建构主义教育研究[M].北京：教育科学出版社,2008：3-4.
① 中国大百科全书：哲学Ⅱ[M].北京：中国大百科全书出版社,1987：718-724.
② LINCOLN, YVONNA S.The Meaning of a Constructivist:A Remembrance of Transformations Past[M]//EGON G GUBA. The Paradigm Dialogue. Newbury Park, Calif:Sage,1990:67-87.
③ GEERTZ C. The Interpretation of Cultures[M]. New York:Basic Books,1973.
④ NELSON G Ways of world making [M]. Indianapolis:Hackett Publishing Company,1978:1.
⑤ SERGIO S. Science without myth-on constructions, reality, and social knowledge [M]. New York:State university of New York Press,1996:49-50.
⑥ 高文,徐斌艳,吴刚.建构主义教育研究[M].北京：教育科学出版社,2008：20.
① AUDI R.The Cambridge dictionary of philosophy[M]. Cambridge University Press,1999:855.
② PHOLIP BREY. Philosophy of technology and social constructivism[J]. Society for philosophy & technology,1997, 2:3-4.
③ [英]ERNESTP.数学教育哲学[M].齐建华,张松枝,译.上海：上海教育出版社,1998：51-54.
① 高文.维果茨基心理发展理论与社会建构主义[J].外国教育资料,1999,04：10-14.
② [英]ERNEST P.数学教育哲学[M].齐建华,张松枝,译.上海：上海教育出版社,1998：129.
③ STAKE R E. Program evaluation, particularly responsive evaluation[M]. Springer Netherlands,1983:287-310.
① GUBA E G, Lincoln Y S. Effective evaluation:Improving the usefulness of evaluation results through responsive and naturalistic approaches[M]. San Francisco:Jossey-Bass,1981.
② GUBA E G, Lincoln Y S. Epistemological and methodological bases of naturalistic inquiry[J]. ECTJ,1982,30(4): 233-252.
③ [美]卡罗琳·J.斯奈德,米歇尔·阿克-霍切瓦尔,克里丝滕·M.斯奈德.生活在混沌边缘：引领学校步入全球化时代[M].郑旭东,丁煜,李曙华,译.北京：教育科学出版社,2011：190.
④ LINCOLN Y S. Fourth Generation Evaluation[M]. Newbury Park, Calif:Sage,1989:40-41.
⑤ LINCOLN Y S. Fourth Generation Evaluation[M]. Newbury Park, Calif:Sage,1989:51-56.
① 卢立涛.发展性学校评价在我国实施的个案研究[M].重庆大学出版社,2012：61.
② LINCOLN Y S. Fourth Generation Evaluation[M], Newbury Park, Calif:Sage,1989:174.
① PETERSON P. Our schools and our future:are we still at risk? [M]. Stanford, California:Hoover Press,2003:32.
① National Commission on Excellence in Education. A nation at risk:The imperative for educational reform[J]. The Elementary School Journal,1983:113-130.
② 张民选,陆璟,占胜利,等.专业视野中的PISA[J].教育研究,2011,6(3).
① 郭思文,李凌艳.影响学生学习素养的环境因素测评：PISA的框架,内容及政策影响[J].比较教育研究,2012,12：019.
① TOPPING K, VALTIN R, ROLLER C. Policy and Practice Implications of the Program for International Student Assessment (PISA) 2000 Report of the International Reading Association PISA Task Force April 2003[J]. Retrieved June April,2003,7:2005.
② PISA Programme for International Student Assessment (PISA) PISA 2000 Technical Report:PISA 2000 Technical Report[M]. Paris:OECD Publishing,2003:15-17.
① ARTELT C, BAUMERT J, JULIUM-MCELVANY N. Knowledge and skills for life:first results from the OECD Programme for International Student Assessment (PISA) 2000[J].2001.
② Programme for International Student Assessment. PISA The PISA 2003 Assessment Framework:Mathematics, Reading, Science and Problem Solving Knowledge and Skills[M]. Paris:OECD Publishing,2003.
③ 王蕾,邓小丽.PISA2003问题解决能力测评及启示[J].外国中小学教育,2008,10：013.
④ BYBEE R, MCCRAE B, LAURIE R. PISA 2006:An assessment of scientific literacy[J]. Journal of Research in Science Teaching,2009,46(8):865-883.
⑤ OECD. PISA Assessing Scientific, Reading and Mathematical Literacy:A Framework for PISA 2006[M]. Paris: OECD Publishing,2006.
⑥ BYBEE R W. Program for International Student Assessment (PISA) 2006 and Scientific Literacy:A Perspective for Science Education Leaders[J]. Science Educator,2009,18(2):1-13.
① 陆琨PISA2009上海实施报告[J].教育发展研究,2009(024)：72-75.
② STACEY K. The international assessment of mathematical literacy:PISA 2012 framework and items[C]//12th International Congress on Mathematics Education, COEX, Seoul, Korea, July 8.2012,15.
① 郭思文,李凌艳.影响学生学习素养的环境因素测评：PISA的框架,内容及政策影响[J].比较教育研究,2012,12：019.
① 李建华.“第三次国际数学与科学研究”成果评介[J].比较教育研究,1999：(3).
② 张洪洋.科学课堂教学的国际比较研究[J].外国中小学教育,2008,6：007.
③ NEUSCHMIDT O, BARTH J, HASTEDT D. Trends in gender differences in mathematics and science (TIMSS 1995-2003)[J]. Studies in Educational Evaluation,2008,34(2):56-72.
① 鲁毓婷.全球化背景下的学生学业成就比较研—TIMSS和PISA[J].考试研究,2007,3：76-92.
② 李建华.“第三次国际数学与科学研究”成果评介[J].比较教育研究,1999：(3).
③ 鲁毓婷.全球化背景下的学生学业成就比较研究—TIMSS和PISA[J].考试研究,2007,3：76-92.
④ KELLY D L. The TIMSS 1995 international benchmarks of mathematics and science achievement:Profiles of world class performance at fourth and eighth grades[J]. Educational Research and Evaluation,2002,8(1):41-54.
① CALSYN C, GONZALES P, FRASE M. Highlights from TIMSS 1999[J]. Trends in International Mathematics and Science Study,1999.
② ROTH K J, DRUKER S L, GARNIER H E. Teaching Science in Five Countries:Results From the TIMSS 1999 Video Study. Statistical Analysis Report. NCES 2006-011 [J]. National Center for Education Statistics,2006.
③ MARTIN M O, MULLIS I V S, CHROSTOWSKI S J. TIMSS 2003 technical report[J]. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College,2004.
① MULLIS I V S, MARTIN M O, RUDDOCK G J. TIMSS 2007 Assessment Frameworks[M]. TIMSS & PIRLS International Study Center. Boston College,140 Commonwealth Avenue, Chestnut Hill, MA 02467,2005:1-2.
② MULLIS I V S, MARTIN M O, RUDDOCK G J. TIMSS 2007 Assessment Frameworks[M]. TIMSS & PIRLS International Study Center. Boston College,140 Commonwealth Avenue, Chestnut Hill, MA 02467,2005:16-72.
① MULLIS I V S, MARTIN M O, RUDDOCK G J. TIMSS 2011 Assessment Frameworks[J]. International Association for the Evaluation of Educational Achievement,2009.
② ROTH K J, DRUKER S L, GARNIER H E. Teaching Science in Five Countries:Results From the TIMSS 1999 Video Study. Statistical Analysis Report. NCES 2006-011[J]. National Center for Education Statistics,2006.
① 陈玉琨.教育评估的理论与技术[M].广州：广东高等教育出版社,1987：21-23.
② 张斌贤,从立新.高屋建瓴：当代教育新观念[M].北京：中国铁道出版社,1997：121-123.
③ LAGEMANN E C. An elusive science:The troubling history of education research[M]. Chicago:University of Chicago Press,2002:184-185.
④ HAZLETT J A. A history of the National Assessment of Educational Progress,1963-1973:a look at some conflicting ideas and issues in contemporary American education[D]. Lawrence:University of Kansas, Administration, Foundations, and Higher Education,1974.
⑤ LAGEMANN E C. An elusive science:The troubling history of education research[M]. Chicago:University of Chicago Press,2002:190-192.
⑥ 洪志忠.美国学生学业成就质量监测:NAEP的经验[J].全球教育展望,2008,6：015.
① 陈晨,潘苏东.美国全国教育进展评价体系的发展历程：40年回顾[J].外国中小学教育,2009,12：14-18+39.
② 任长松.美国国家教育进展评价NAEP及其借鉴意义[J].课程.教材.教法,2009,09：87-92.
① 曾玮,黄建伟.美国NAEP地理评价述评[J].外国教育研究,2012(010)：72-78.
② AHMANN J S, JOHN G H. National Assessment of Educational Progress. General Information Yearbook[J]. Education Commission of the States, Denver, Colo.1974:9.
① 周红.美国国家教育进展评估体系述评[J].全球教育展望,2004,33(8)：66-69.
② RUDALEVIGE A.No Child Left Behind[J].No child left behind,2003:23-54.
③ 任长松.美国国家教育进展评价NAEP及其借鉴意义[J].课程.教材.教法,2009,09：87-92.
① KATZMAN M, ROSEN R. The Science and Politics of National Educational Assessment[J]. The Teachers College Record,1970,71(4):571-587.
① LAGEMANN E C. An elusive science:The troubling history of education research[M]. Chicago:University of Chicago Press,2002:188-193.
② GLASER R, LINN R, BOHRNSTEDT G. Assessment in Transition:Monitoring the Nation's Educational Progress[M]. Washington, DC:N/A,1997:13.
① VON D M, GONZALEZ E, KIRSCH L. The role of international large-scale assessments:perspectives from technology, economy, and educational research[M]. Berlin:Springer,2013.
① 陈学宏.走向人本主义教育的学校管理[M].成都：电子科技大学出版社,2007：207-209.
② DAVENPORT C B. An Introduction to the Theory of Mental and Social Measurements[J]. Science,1904,20(519): 798-799.
③ 黄光扬,龙文祥.教育测量与评价[M].上海：华东师范大学出版社,2002：15-19.
① BROWN A. Designed-based research:Theoretical and methodological challenges in creating complex interventions in classroom settings[J]. Journal of the Learning Sciences.1992, (2):141-178.
② 王文静.“基于设计的研究”在美国的兴起与新发展[J].比较教育研究,2009(8)：62-66.
③ The Design-Based Research Collective. Design-based research:An emerging paradigm for educational inquiry[J]. Educational Researcher,2003:5-8.
④ COLLINS A. Toward a design science of education[M]. New York:Springer Berlin Heidelberg,1992:15-22.
⑤ SASHA BARAB. Design-Based Research:A Methodological Toolkit for the Learning Scientist[M]//R. KEITH SAWYER. The Cambridge Handbook of the Learning Sciences. Cambridge University Press.2006:153-171.
① 郑旭东,杨九民.学习科学研究方法论创新的艰难之旅[J].开放教育研究,2009,1：54-59.
② SAWYER R. K. The Cambridge handbook of the learning sciences[M]. New York:Cambridge University Press, 2006:157-158.
③ COLLINS A, JOSEPH D, BIELACZYC K. Design research:Theoretical and methodological issues[J]. The Journal of the learning sciences,2004,13(1):15-42.
④ FISHMAN B J, PENUEL W R, ALLEN A-R, ChENG B H, SABELLIN. (in press). Design-based implementation research:An emerging model for transforming the relationship of research and practice[M]//B J FISHMAN, W R PENUEL A-R ALLEN.B H CHENG (Eds.), Design-based implementation research:Theories, methods, and exemplars. National Society for the Study of Education Yearbook. New York, NY:Teachers College Record,2013:4.
① 吕林海.论基于设计的研究的主旨,特征及案例简析[J].教育科学,2007,5：19-22.
② 梁文鑫,余胜泉.基于设计的研究的过程与特征[J].电化教育研究,2006,7：19-21.
③ DOLAN R P, HALL T E. Universal Design for Learning:Implications for large-scale assessment[J]. IDA perspectives,2001,27(4):22-25.
① 高光平.知识经济学教程[M].北京：中国传媒大学出版社,2005：5.
② 王文静,谢秋葵.基于设计的研究：教育理论与实践创新的持续动力[J].教育理论与实践,2008,28(11)：7-11.
③ SAWYER R. K. The Cambridge handbook of the learning sciences[M]. New York:Cambridge University Press, 2006:153.
④ COBB P, CONFREY J, LEHRER R. Design experiments in educational research[J]. Educational researcher,2003, 32(1):9-13.
① DOLAN R P, HALL T E. Universal Design for Learning:Implications for large-scale assessment [J]. IDA perspectives,2001,27(4):22-25.
② FISHMAN B J, PENUEL W R, ALLEN A-R, ChENG B H, SABELLI N. (in press). Design-based implementation research:An emerging model for transforming the relationship of research and practice[M]//B J FISHMAN, W R PENUEL A-R ALLEN.B H CHENG (Eds.), Design-based implementation research:Theories, methods, and exemplars. National Society for the Study of Education Yearbook. New York, NY:Teachers College Record,2013:25-27.
③ HAMILTON L S, KLEIN S P, LORIE W. Using web-based testing for large-scale assessment[R]. RAND EDUCATION SANTA MONICA CA,2000.
④ ZENISKY A L, SIRECI S G. Technological innovations in large-scale assessment[J]. Applied Measurement in Education,2002,15(4):337-362.
① MANYIKA J, CHUI M, BROWN B. Big data:The next frontier for innovation, competition, and productivity[J]. 2011.
② 钱晓东.数据挖掘中分类方法综述[J].图书情报工作,2007,51(3)：68-71.
③ 王光宏,蒋平.数据挖掘综述[J].同济大学学报(自然科学版),2004,2：032.
④ JOHN N. Megatrends:Ten new directions transforming our lives [J].1982.
① HAND D J. Principles of data mining[J]. Drug safety,2007,30(7):621-622.
② 张黎.数据挖掘在公共图书馆管理决策中的应用[J].现代情报,2006,8：122-123,126.
① AGRAWAL R, PSAILA G. Active Data Mining[C]//KDD.1995:3-8.
① 赵丹群.数据挖掘：原理,方法及其应用[J].现代图书情报技术,2000,6(5).
② AGRAWAL R, PSAILA G Active Data Mining[C]//KDD.1995:3-8.
③ 何炎祥,彭锋,宋文欣,熊汉卫,陈莘萌.基于网络环境的分布式KDD及Data Mining研究[J].小型微型计算机系统,1999,10：744-746.
④ 李继宏.数据挖掘及其在高校图书馆期刊管理中的应用[J].现代情报,2004,7：84-86.
① 黄解军,潘和平,万幼川.数据挖掘技术的应用研究[J].计算机工程与应用,2003,39(2)：45-48.
② BENNETT R E, GOODMAN M, HESSINGER J. Using multimedia in large-scale computer-based testing programs[J]. Computers in Human Behavior,1999,15(3):283-294.
③ LIU X, RUIZ M E. Using data mining to predict K-12 students'performance on large-scale assessment items related to energy[J]. Journal of Research in Science Teaching,2008,45(5):554-573.
① 鲁光男.KDD在高校教育中的应用[J].长春大学学报,2008,18(6)：37-39.
① 教育部.国家中长期教育改革和发展规划纲要(2010-2020年)[J].教育部门户网站,2010：02-28.
① [美]埃贡·G·古贝,[美]伊冯娜·S·林肯.第四代评估[M].杨爱华,秦霖,蒋燕玲,译.北京：中国人民大学出版社.2008：463-464.
① 崔允漷、夏雪梅.试论基于课程标准的学生学业成就评价[J].课程·教材·教法,2007.1.
1.[澳]欧文·E·休斯.公共管理导论[M]..彭和平,周明德,金竹青译.北京：中国人民大学出版社,2001.
2.[美]埃贡·G·古贝,[美]伊冯娜·S·林肯.第四代评估[M].杨爱华,秦霖,蒋燕玲,译.北京：中国人民大学出版社.2008.
3.[美]布鲁纳著,邵瑞珍译.教育过程[M].北京：文化教育出版社,1982.
4.[美]弗兰克·J·古德诺.政治与行政[M].北京：华夏出版社,1987.
5.[美]格朗兰德著,郑军等译.教学测量与评价[M].石家庄：河北教育出版社,1997.
6.[美]加涅,布里格斯,韦杰.教学设计原理[M].上海：华东师范大学出版社,1999.
7.[美]卡罗琳·J.斯奈德,米歇尔·阿克-霍切瓦尔,克里丝滕·M.斯奈德.生活在混沌边缘：引领学校步入全球化时代[M].郑旭东,丁煜,李曙华,译.北京：教育科学出版社,2011.
8.[美]全美数学教师理事会.美国学校数学课程与评价标准[M].人民教师与出版社数学教研室,译.北京：人民教育出版社,1994.
9.[美]泰勒,施良方.课程与教学的基本原理[M].北京：人民教育出版社,1994.
10.[美]TAYLOR F W.科学管理原理[M].胡隆昶,译.北京：中国社会科学出版社,1984.
11.[美]文森特·奥斯特罗姆.美国公共行政的思想危机[M].毛寿龙,译.上海：上海三联书店,1999.
12.[美]伍德罗·威尔逊.行政学之研究[M]//白彭和平,竹立家等.国外公共行政理论精选.北京：中共中央党校出版社,1997.
13.[英]ERNEST P.数学教育哲学[M].齐建华,张松枝,译.上海：上海教育出版社,1998.
14.[英]路易斯·斯托尔,(加)迪安·芬克.未来的学校：变革的目标与路径[M].柳国辉,译.北京：北京大学出版社,2010.
15.北京教育行政学院.学校管理的技术与手段[M].北京：文化艺术出版社,1990.
16.陈漠开.高等教育评价概论[M].长春：吉林教育出版社.1988.
17.陈学宏.走向人本主义教育的学校管理[M].成都：电子科技大学出版社,2007.
18.陈玉琨,赵永年.教育学文集·教育评价[M].北京：人民教育出版社,1989.
19.陈玉琨.教育评估的理论与技术[M].广州：广东高等教育出版社,1987.
20.从立新,章燕.澳大利亚课程标准[M].北京：人民教育出版社,2005.
21.方福前.公共选择理论[M].北京：中国人民大学出版社,2000.
22.方健华,中小学教科研方法指南及论文导写[M].南京：南京师范大学出版社,2010.
23.傅德荣,章慧敏,刘清堂.教育信息处理(第二版)[M].北京：北京师范大学出版社,2001.
24.高光平.知识经济学教程[M].北京：中国传媒大学出版社,2005.
25.高文,徐斌艳,吴刚.建构主义教育研究[M].北京：教育科学出版社,2008.
26.张斌贤,从立新.高屋建瓴：当代教育新观念[M].北京：中国铁道出版社,1997.
27.国家行政学院.西方国家行政改革书评[M].北京：国家行政学院出版社,1998.
28.韩子贵.管理思想概论[M].北京：经济管理出版社.2006.
29.胡中锋,李方.教育测量与评价[M].广州：广东高等教育出版社,1999.
30.黄光扬,龙文祥.教育测量与评价[M].上海：华东师范大学出版社,2002.
31.黄光扬.教育测量与评价[M].上海：华东师范大学出版社,2012.
32.卢立涛.发展性学校评价在我国实施的个案研究[M].重庆大学出版社,2012.
33.经济合作与发展组织(OECD)编,杨宏进,薛澜译.以知识为基础的经济[M].北京：机械工业出版社,1997.
34.马永霞.教育评价[M].北京：当代世界出版社,2001.
35.欧用生.放社会的教育改革[M].台北：心理出版社有限公司,1994.
36.陈玉琨,赵永年.教育评价[M].瞿葆奎.教育学文集.北京：人民教育出版社,1989
37.王汉澜.教育评价学[M].郑州：河南大学出版社,1995.
38.王孝玲.教育测量[M].上海：华东师范大学出版社,1989.
39.吴世彩.管理易[M].兰州：甘肃文化出版社.2005.
40.吴筱.回归科学管理[M].北京：中国纺织出版社,2008.
41.向德全,胡玲翠,宋浩.教育评价的技术与方法[M].西安：西北大学出版社,2006.
42.张凯.标准参照测验理论研究[M].北京：北京语言文化大学出版社,2002.
43.中国大百科全书：哲学Ⅱ[M].北京：中国大百科全书出版社,1987.
44.中华人民共和国教育部.全日制义务教育数学课程标准[M].北京：北京师范大学出版社,2001.
45.卓越.公共部门绩效管理[M].福州：福建人民出版社,2004.
1.曾玮,黄建伟.美国NAEP地理评价述评[J].外国教育研究,2012(010)：72-78.
2.陈晨,潘苏东.美国全国教育进展评价体系的发展历程：40年回顾[J].外国中小学教育,2009,12：14-18+39.
3.陈刚.全球化与文化认同[J].江海学刊,2002,5：49-54.
4.陈国权,曾军荣.经济理性与新公共管理[J].浙江大学学报(人文社会科学版),2005,02： 64-71.
5.陈振明.从公共行政学、新公共行政学到公共管理学——西方政府管理研究领域的“范式”变化[J].政治学研究,1999,01：82-91.
6.崔允漷.促进学习：学业评价的新范式[J].教育科学研究,2010,3：004.
7.非洲法语国家联盟教育系统分析项目(PASEC) [N],教育部基础教育质量监测中心信息简报第9期,2011.2
8.高文.维果茨基心理发展理论与社会建构主义[J].外国教育资料,1999,04：10-14.
9.郭思文,李凌艳.影响学生学习素养的环境因素测评：PISA的框架,内容及政策影响[J].比较教育研究,2012,12：019.
10.国家教育考试评价研究院课题组,年智英[EB/OL].(2011-02-23)[2013-09-08]http://niea.neea.edu.cn/infor.jsp?infoid=44534&class_id=40_04
11.郝云峰,马雪莲.解读21世纪教育的“四大支柱”[J].成人教育,2010(010)：36-37.
12.何炎祥,彭锋,宋文欣,熊汉卫,陈莘萌.基于网络环境的分布式KDD及Data Mining研究[J].小型微型计算机系统,1999,10：744-746.
13.洪志忠.美国学生学业成就质量监测：NAEP的经验[J].全球教育展望,2008,6：015.
14.黄解军,潘和平,万幼川.数据挖掘技术的应用研究[J].计算机工程与应用,2003,39(2)：45-48.
15.教育部.国家中长期教育改革和发展规划纲要(2010-2020年)[J].教育部门户网站,2010：02-28.
16.教育部.基础教育课程改革纲要(试行)[J].2001.
17.金太军.新公共管理：当代西方公共行政的新趋势[J].国外社会科学,1997,05：21-25.
18.李继宏.数据挖掘及其在高校图书馆期刊管理中的应用[J].现代情报,2004,7：84-86.
19.李建华.“第三次国际数学与科学研究”成果评介[J].比较教育研究,1999：(3).
20.李曙光.南非东非教育质量监测(SACMEQ)[EB/OL]. (2011-04-14). [2013-09-10] http://www.eachina.org.cn/eac/gjjc/ff8080812ea2c997012f51b0d5e90034.htm
21.李伟涛.基于PISA测试结果的教育政策调整分析[J],教育发展研究,2012,04：44-47.
22.梁文鑫,余胜泉.基于设计的研究的过程与特征[J].电化教育研究,2006,7：19-21.
23.刘洋,兰聪花,马炅.电子档案袋评价与传统教学评价的比较研究[J].电化教育研究,2012,2：015.
24.鲁光男.KDD在高校教育中的应用[J].长春大学学报,2008,18(6)：37-39.
25.鲁毓婷.全球化背景下的学生学业成就比较研究TIMSS和PISA[J].考试研究,2007,3：76-92.
26.陆璟.PISA2009上海实施报告[J].教育发展研究,2009(024)：72-75.
27.吕林海.论基于设计的研究的主旨,特征及案例简析[J].教育科学,2007,5：19-22.
28.钱晓东.数据挖掘中分类方法综述[J].图书情报工作,2007,51(3)：68-71.
29.任长松.美国国家教育进展评价NAEP及其借鉴意义[J].课程.教材.教法,2009,09：87-92.
30.王光宏,蒋平.数据挖掘综述[J].同济大学学报(自然科学版),2004,2：032.
31.王蕾,邓小丽.PISA2003问题解决能力测评及启示[J].外国中小学教育,2008,10：013.
32.王蕾.基于大规模考试的教育质量评价[J].教育科学研究,2010(011)：37-41.
33.王蕾.我国大规模教育评价项目探究与实践[J].管理与评价,2007,11.
34.王文静,谢秋葵.基于设计的研究：教育理论与实践创新的持续动力[J].教育理论与实践,2008,28(11)：7-11.
35.王文静.“基于设计的研究”在美国的兴起与新发展[J].比较教育研究,2009(8)：62-66.
36.王兴成.知识革命与知识经济[J].科学学研究,1998,03：3-8.
37.雅克,德洛尔.教育——财富蕴藏其中[J]UNESCO教育丛书,1996：76-86.
38.杨东平. “教育产业化”和教育市场化：两种不同的改革[N].学习时报,2006.
39.杨悦.交易成本理论的哲学思想与方法论基础[J].南京社会科学,2004,07：9-15.
40.张洪洋.科学课堂教学的国际比较研究[J].外国中小学教育,2008,6：007.
41.张黎.数据挖掘在公共图书馆管理决策中的应用[J].现代情报,2006,8：122-123,126.
42.张民选,陆琛,占胜利,等.专业视野中的PISA[J].教育研究,2011,6(3).
43.赵丹群.数据挖掘：原理,方法及其应用[J].现代图书情报技术,2000,6(5).
44.郑东辉.促进学习的评价：学校的使命[J].当代教育科学,2008(16)：39-42.
45.郑旭东,杨九民.学习科学研究方法论创新的艰难之旅[J].开放教育研究,2009,1：54-59.
46.周红.美国国家教育进展评估体系述评[J].全球教育展望,2004,33(8)：66-69.
1. AGRAWAL R, PSAILA G. Active Data Mining[C]//KDD.1995:3-8.
2. AHMANN J S, JOHN G H. National Assessment of Educational Progress. General Information Yearbook [J]. Education Commission of the States, Denver, Colo.1974: 9.
3. American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. [M]. Standards for educational and psychological testing. Washington, DC:Authors,1985.
4. ANGUS D L, MIREL J E. The Failed Promise of the American High School,1890-1995[M]. New York:Teacher College Press,1999.
5. ARROW, KENNETH J. The organization of economic activity:issues pertinent to the choice of market versus nonmarket allocation[J]. The analysis and evaluation of public expenditure:the PPB system,1969,1:59-73.
6. ARTELT C, BAUMERT J, JULIUM-MCELVANY N. Knowledge and skills for life:first results from the OECD Programme for International Student Assessment (PISA) 2000[J].2001.
7. ARTHUR F, Brief History of IEA:50 Years of Educational Research[EB/OL]. [2013-09-08] http://www.iea.nl/brief_history.html
8. AUDI R. The Cambridge dictionary of philosophy[M]. Cambridge University Press, 1999.
9. BANTA T W. Reliving the history of large-scale assessment in higher education [J]. Assessing Student Achievement in General Education:Assessment Update Collections, 2007,5:19.
10. BARZELAY, MICHAEL. Breaking through bureaucracy:A new vision for managing in government[M]. California:University of California Press,1992.
11. BENNETT R E, GOODMAN M, HESSINGER J. Using multimedia in large-scale computer-based testing programs[J]. Computers in Human Behavior,1999,15(3):283-294.
12. BENNETT, CHARLIE, HERB HILL. Performance management systems:the importance of defining their purpose.2002.
13. BENNETT R E. Reinventing assessment:Speculations on the future of large scale educational testing [M]. Princeton, NJ:Policy and Information Center, Educational Testing Service,1998.
14. BLOOM B S, ENGELHART M D, FURST E J. Taxonomy of educational objectives:Handbook I:Cognitive domain[J]. New York:David McKay,1956,19:56.
15. BROWN A. Designed-based research:Theoretical and methodological challenges in creating complex interventions in classroom settings [J]. Journal of the Learning Sciences.1992, (2):141-178.
16. BYBEE R W. Program for International Student Assessment (PISA) 2006 and Scientific Literacy:A Perspective for Science Education Leaders [J]. Science Educator,2009, 18(2):1-13.
17. BYBEE R, MCCRAE B, LAURIE R. PISA 2006:An assessment of scientific literacy[J]. Journal of Research in Science Teaching,2009,46(8):865-883.
18. CALLAHAN R E. Education and the Cult of Efficiency[M]. Chicago:The University of Chicago Press,1962.
19. CALSYN C, GONZALES P, FRASE M. Highlights from TIMSS 1999[J]. Trends in International Mathematics and Science Study,1999.
20. CARROLL J B, Hus6n T. The teaching of French as a foreign language in eight countries[M]. New York:Wiley,1975.
21. CHRISTOPHER H. The Art of the State, Culture, Rhetoric and Public Management [J]. 1998.
22. CHUDOWAKY N, PELLEGRINO J W. Large-scale assessments that support learning:What will it take?[J]. Theory into practice,2003,42(1):75-83.
23. CLARKE M. Framework for Building an Effective Student Assessment System, READ/SABER Working Paper[EB/OL]. Washington, DC:World Bank,2011:10-11.
24. CLINCHY E. The Educationally Challenged American School District [J]. Phi Delta Kappan,1998,80(4):272-277.
25. COASE, RONALD HARRY. Problem of Social Cost, The[J]. JL & econ.1960,3:1.
26. COBB P, CONFREY J, LEHRER R. Design experiments in educational research[J]. Educational researcher,2003,32(1):9-13.
27. COLLINS A, JOSEPH D, BIELACZYC K. Design research:Theoretical and methodological issues[J]. The Journal of the learning sciences,2004,13(1):15-42.
28. COLLINS A. Toward a design science of education[M]. New York:Springer Berlin Heidelberg,1992.
29. COPLEY F B, FREDERICK W, TAYLOR, father of scientific management[M]. New York:A. M. Kelley,1923.
30. CROCKER L, ALGINA J. Introduction to classical and modern test theory[M]. Holt, Rinehart and Winston,6277 Sea Harbor Drive, Orlando, FL 32887,1986.
31. CRONBACH L J. Essentials of psychological testing[J]. New York, happer and Row publishers.1990.
32. DAVENPORT C B. An Introduction to the Theory of Mental and Social Measurements [J]. Science,1904,20(519):798-799.
33. DOLAN R P, HALL T E. Universal Design for Learning:Implications for large-scale assessment[J]. IDA perspectives,2001,27(4):22-25.
34. EARL L, KATZ S. Rethinking classroom assessment with purpose in mind [J]. Western and Northern Canadian Protocol for Collaboration in Education. Retrieved June,2006, 30:2009.
35. EARL L, TRANCE N. Embedding accountability and improvement into large-scale assessment:what difference does it make? [J]. Peabody Journal of Education,2000, 75(4):114-141.
36. EDMONDS R. Effective Schools for the Urban Poor [J]. Educational Leadership,1979, 37(1):14-26.
37. ENGLISH F W. Educational Administration:The human Science[M]. New York: HarperCollins,1992.
38. FAURE E. Learning To Be:The World of Education Today and TomorrowtJ].1972.
39. FISHMAN B J, PENUEL W R, ALLEN A-R, ChENG B H, SABELLI N. (in press). Design-based implementation research:An emerging model for transforming the relationship of research and practice[M]//B J FISHMAN, W R PENUEL A-R ALLEN,B H CHENG (Eds.), Design-based implementation research:Theories, methods, and exemplars. National Society for the Study of Education Yearbook. New York, NY:Teachers College Record, 2013.
40. FORAY D, LUNDVALL B A. The Knowledge Based Economy [J]. OCDE, Paris,1997.
41. GEERTZ C. The Interpretation of Cultures[M]. New York:Basic Books,1973.
42. GERLACH M I, J R LINCOLN. The organization of business networks in the U.S. and Japan[M]//ROBERT G ECCLES, NITIN NOHRIA. Networks and Organizations:Structure, Form and Action. Boston:Harvard Business Press,1992.
43. GLASER R, LINN R, BOHRNSTEDT G. Assessment in Transition:Monitoring the Nation's Educational Progress[M]. Washington, DC:N/A,1997.
44. GLASER R, SILVER E. Assessment, testing, and instruction:Retrospect and prospect[J]. Review of research in education,1994,20:393-419.
45. GLASER R. Instructional technology and the measurement of learning outcomes:Some questions[J]. American psychologist,1963,18(8):519.
46. GRAHAM P A. Joseph Mayer Rice as a founder of the progressive education movement [J]. Journal of Educational Measurement,1966,3(2):129-133.
47. GROSS B, GROSS R. The Great school debate:which way for American education?[M]. New York:Simon & Schuster,1985.
48. GRUBB W N, LAZERSON M. Education and the Labor Market:Recycling the Youth problem[M]//HARVEY KANTOR, DAVID TYACK. Work, Youth, and Schooling. Stanford, CA: Stanford University Press,1982.
49. GRUENING G. Origin and theoretical basis of New Public Management [J]. International public management journal,2001,4(1):1-25.
50. GUBA E G, Lincoln Y S. Effective evaluation:Improving the usefulness of evaluation results through responsive and naturalistic approaches[M]. San Francisco: Jossey-Bass,1981.
51. GUBA E G, Lincoln Y S. Epistemological and methodological bases of naturalistic inquiry[J]. ECTJ,1982,30(4):233-252.
52. HAMILTON L S, KLEIN S P, LORIE W. Using web-based testing for large-scale assessment[R]. RAND EDUCATION SANTA MONICA CA,2000.
53. HAND D J. Principles of data mining[J]. Drug safety,2007,30(7):621-622.
54. HAZLETT J A. A history of the National Assessment of Educational Progress,1963-1973: a look at some conflicting ideas and issues in contemporary American education[D]. Lawrence:University of Kansas, Administration, Foundations, and Higher Education, 1974.
55. HERMAN J L. Large-scale assessment in support of school reform:Lessons in the search for alternative measures [M]. Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing, Graduate School of Education & Information Studies, University of California, Los Angeles,1997.
56. HILL S A. National Assessment of Educational Progress [J]. American Mathematical Monthly,1980,87(6):427-28.
57. HOOD, CHRISTOPHER. A public management for all seasons?[J]. Public administration, 1991,69 (1):3-19.
58. HUFF K, STEINBERG L, MATTS T. The promises and challenges of implementing evidence-centered design in large-scale assessment[J]. Applied Measurement in Education,2010,23(4):310-324.
59. IAN H. The social construction of what? [M]. Cambridge:Harvard University Press, 1999.
60. JAMES A Mecklenburger, Performance Contracting:1969-1971[M]. Worthington, OH: Charles A. Jones,1972.
61. JAN CURRIE, RICHARD DEANGELIS, HARRY DEBOER, JEROEN HUISMAN, CLAUDE LACOTTE. Globalizing Practices and University Responses:European and Anglo-American Differences[M]. London:Praeger Publisher,2003.
62. JAN DE LANGE. Large-scale assessment and mathematics education [M]//LESTER, F K. Second Handbook of Research on Mathematics Teaching and Learning:A Project of the National Council of Teachers of Mathematics. DC:National Council of Teachers of Mathematics,2007.
63. JOHN N. Megatrends:Ten new directions transforming our lives [J].1982.
64. KAMENS D H, MCNEELY C L. Globalization and the growth of international educational testing and national assessment [J]. Comparative Education Review,2010,54(1): 5-25.
65. KATZMAN M, ROSEN R. The Science and Politics of National Educational Assessment [J]. The Teachers College Record,1970,71(4):571-587.
66. KELLY D L. The TIMSS 1995 international benchmarks of mathematics and science achievement:Profiles of world class performance at fourth and eighth grades [J]. Educational Research and Evaluation,2002,8(1):41-54.
67. KIEWIET D R, MCCUBBINS M D. The Logic of Delegation[M]. Chicago:University of Chicago Press,1991.
68. KLEIN S, BENJAMIN R, SHAVELSON R. The Collegiate Learning Assessment Facts and Fantasies[J]. Evaluation Review,2007,31(5):415-439.
69. KLIEBARD H M. The struggle for the American curriculum,1893-1958[M].2nd ed. New York:Routledge,1995.
70. LAGEMANN E C. An elusive science:The troubling history of education research[M]. Chicago:University of Chicago Press,2002.
71. LAN, ZHIYONG, DAVID H ROSENBLOOM. Editorial:public administration in transition?[J]. Public Administration Review,1992,52 (6):535-537.
72. LANGE, DAVID. Tomorrow's schools:The reform of education administration in New Zealand.1988.
73. LINCOLN Y S. Fourth Generation Evaluation[M]. Newbury Park, Calif:Sage,1989.
74. LINCOLN, YVONNA S. The Meaning of a Constructivist:A Remembrance of Transformations Past[M]//EGON G GUBA. The Paradigm Dialogue. Newbury Park, Calif:Sage,1990.
75. LIU X, RUIZ M E. Using data mining to predict K-12 students' performance on large-scale assessment items related to energy[J]. Journal of Research in Science Teaching,2008,45(5):554-573.
76. LOMASK M, BARON J B, GREIG J. ConnMap:Connecticut's use of concept mapping to assess the structure of students'knowledge of science[C]//annual meeting of the National Association of Research in Science Teaching. Cambridge, MA.1992.
77. MANN H. Boston grammar and writing schools [J]. The Common School Journal,1845: 7:19.
78. MANYIKA J, CHUI M, BROWN B. Big data:The next frontier for innovation, competition, and productivity[J].2011.
79. MARTIN M O, MULL IS I V S, CHROSTOWSKI S J. TIMSS 2003 technical report[J]. Chestnut Hill, M A:TIMSS & PIRLS International Study Center, Boston College,2004.
80. MCLUHAN M. Understand media:The extensions of man[J].1964.
81. MOE TERRY M. The New Economics of Organization [J]. American Journal of Political Science,1984,28(4):739-777.
82. MULLIS I V S, MARTIN M 0, RUDDOCK G J. TIMSS 2007 Assessment Frameworks [M]. TIMSS & PIRLS International Study Center. Boston College,140 Commonwealth Avenue, Chestnut Hill, MA 02467,2005.
83. MULLIS I V S, MARTIN M 0, RUDDOCK G J. TIMSS 2011 Assessment Frameworks[J]. International Association for the Evaluation of Educational Achievement,2009.
84. National Commission on Excellence in Education. A nation at risk:The imperative for educational reform[J]. The Elementary School Journal,1983:113-130.
85. NELSON G. Ways of world making [M]. Indianapolis:Hackett Publishing Company,1978.
86. NEUSCHMIDT 0, BARTH J, HASTEDT D. Trends in gender differences in mathematics and science (TIMSS 1995-2003)[J]. Studies in Educational Evaluation,2008,34(2): 56-72.
87. NEWTON P E. The Multiple Purposes of Assessment [M]//PENELOPE PETERSON, EVA BAKER, BARRY MCGAW. International Encyclopedia of Education.3rd ed. England:Elsevier Science Ltd,2010.
88. OECD. Education at a glance:OECD indicators[R]. Paris:OECD,1992.10.
89. OECD. PISA Assessing Scientific, Reading and Mathematical Literacy:A Framework for PISA 2006[M]. Paris:OECD Publishing,2006.
90. OSBORNE D, GAEBLER T. Reinventing government:How the entrepreneurial spirit is transforming government[M]. Reading Mass:Adison Wesley Public Comp,1992.
91.0'SULLIVAN C Y. NAEP 1996 Science Report Card for the Nation and the States. Findings from the National Assessment of Educational Progress [J].1997.
92. PELLEGRINO J W. The evolution of educational assessment:Considering the past and imagining the future[M]. Princeton, NJ:Educational Testing Service, Policy Evaluation and Research Center, Policy Information Center,2004.
93. PELLEGRINO J, CHUDOWSKY N, GLASER R. Knowing what students know:The science and design of educational assessment [M]. Washington:National Academies Press,2001.
94. PETERSON P. Our schools and our future:are we still at risk? [M]. Stanford, California:Hoover Press,2003.
95. PHOLIP BREY. Philosophy of technology and social constructivism[J]. Society for philosophy & technology,1997,2:3-4.
96. PISA Programme for International Student Assessment (PISA) PISA 2000 Technical Report:PISA 2000 Technical Report[M]. Paris:OECD Publishing,2003:15-17.
97. POLLITT, CHRISTOPHER. Managerialism and the public services:Cuts or cultural change in the 1990s?[M]. Arizona:Blackwell Business,1993..
98. Programme for International Student Assessment. PISA The PISA 2003 Assessment Framework:Mathematics, Reading, Science and Problem Solving Knowledge and Skills M. Paris:OECD Publishing,2003.
99. RABIN, JACK, JAMES S. BOWMAN. Politics and administration:Woodrow Wilson and American public administration[M]. Boca Raton:CRC Press,1984.
100. RAZ J. Myth of Instrumental Rationality, The[J]. J. Ethics & Soc.2005,1:1.
101. RICHARD SCHMALENSEE, ROBERT D. WILLIG. Handbook of industrial organization[M]. Amsterdam:North-Holland,1989.
102. ROBERT L LINN. Educational Measurement:Overview [M]//PETERSON P, BAKER E, MCGAW B. International Encyclopedia of Education.3rd ed. England:Elsevier Science Ltd,2010.
103. ROTH K J, DRUKER S L, GARNIER H E. Teaching Science in Five Countries:Results From the TIMSS 1999 Video Study. Statistical Analysis Report. NCES 2006-011 [J]. National Center for Education Statistics,2006.
104. RUDALEVIGE A. No Child Left Behind[J]. No child left behind,2003:23-54.
105. RUTTER M, MAUGHAN B. School Effectiveness Findings 1979-2002[J]. Journal of School Psychology,2002,40(6):451-475.
106. SASHA BARAB. Design-Based Research:A Methodological Toolkit for the Learning Scientist[M]//R. KEITH SAWYER. The Cambridge Handbook of the Learning Sciences. Cambridge University Press.2006.
107. SAWYER R. K. The Cambridge handbook of the learning sciences[M]. New York: Cambridge University Press,2006.
108. SCRIVEN M. The methodology ofevaluadon[J]. AERA M onograph Series on Curriculum EvMudon,1967,1:187-199.
109. SERGIO S. Science without myth-on constructions, reality, and social knowledge [M]. New York:State university of New York Press,1996.
110. SETRAN D. "From Morality to Character":Conservative Progressivism and the Search for Civic Virtue,1910-1930* [J]. Paedagogica historica,2003,39(4): 435-456.
111. SHEPARD L A. The role of assessment in a learning culture[J]. Educational researcher,2000,29(7):4-14.
112. SNYDER K J, ACKER-HOCEVAR M, SNYDER K M. Living on the edge of chaos:Leading schools into the global age [M]. Milwaukee:ASQ Quality Press,2008.
113. STACEY K. The international assessment of mathematical literacy:PISA 2012 framework and items [C]//12th International Congress on Mathematics Education, COEX, Seoul, Korea, July 8.2012,15.
114. STAKE R E. Program evaluation, particularly responsive evaluation[M]. Springer Netherlands,1983.
115. TAYLOR F W. Shop management[M]. New York:Harper and Brothers,1912.
116. TAYLOR F W. The principles of scientific management [M]. Florence, Italy:Cosimo, 1911.
117. The Design-Based Research Collective. Design-based research:An emerging paradigm for educational inquiry[J]. Educational Researcher,2003:5-8.
118. The Latin American Laboratory for Assessment of the Quality of Education (LLECE) receives international award from the ILO. [EB/OL] (2010-12-07) [2013-09-10] http://portal.unesco.org/geography/en/ev.php-URL_ID=13492&URL_D0=D0_T0PIC&URL_SECTION=201.html
119. Thomas Kellaghan (2001):The Globalisation of Assessment in the 20th Century, Assessment in Education:Principles, Policy & Practice,8:1,87-102
120. TOPPING K, VALTIN R, ROLLER C. Policy and Practice Implications of the Program for International Student Assessment (PISA) 2000 Report of the International Reading Association PISA Task Force April 2003[J]. Retrieved June April,2003,7: 2005.
121. TYLER R W. Eight-Year Study [J]. ER Smith and Ralph Tyler Appraising and Recording Student Progress. New York:Harper,1942.
122. UNESCO.1990. World Declaration on Education for All. Meeting Basic Learning Needs. Adopted by the World Conference on Education for All. New York.
123. VON D M, GONZALEZ E, KIRSCH L. The role of international large-scale assessments: perspectives from technology, economy, and educational research[M]. Berlin: Springer,2013.
124. WEBER, MAX. Bureaucracy[M]//H GERTH, C W MILLS. Max Weber:Essays in Sociology. Oxford:Oxford University Press,1992.
125. WILLIS G, SHUBERT W, BULLOUGH R V, KRIDEL C, HOLTON J T. The American curriculum: A documented history[M]. Westport:Greenwood Press,1993.
126. WITTROCK M C. Testing and recent research in cognition[J]. Testing and cognition. Englewood Cliffs:NJ:Prentice-Hall,1991:5-16.
127. ZENISKY A L, SIRECI S G. Technological innovations in large-scale assessment [J]. Applied Measurement in Education,2002,15(4):337-362.