为追求优质教育平等，美国联邦政府从20世纪80年代开始了渐趋一致的高标准体系与多元完备的考试测评体系的建设，并依据测评结果进行学业问责。然而，统一的学术标准、公正的考试程序、科学的数据分析等合法的测评设计却未能有效促进各州、学区和学校的教育质量平等。从社会系统的整体视角下明确基础教育标准化测评应避免精英主义与顶线评估误区，而逐渐走向生存型与发展型评价。%Since 1980s,the federal government of the U.S has been reinforcing its standardized evaluation system of academic achievement in order to improve the educational quality and to analyze the accountability. An effective accountability assessment should be based on reliable data and rational benchmarks so as to attain justice and equality in the future reform. However,the standardized academic measures,fair examination procedures and rational science data have not yet fully achieved the educational equity among schools,regions and states. This article helps to better understand the current issues of and predict the trends of the University Entrance Examination from the overall per-spective of social system linking to the American fundamental education standardized assessment.
展开▼
