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教育问责在内涵上分歧很大,而基于标准的教育问责则有着确定性的含义。就问责关系来看,基于标准的教育问责是政府对学校的问责;就问责的内容来看,基于标准的教育问责是针对学生学业成就的问责;就问责的途径来看,基于标准的教育问责以专业性教育评估为主要手段;就问责的后果来看,基于标准的教育问责不以惩罚为主,而以促进学校的改善为主。
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基本信息:
DOI：
中图分类号:G40
引用信息:
[1]张斌.基于标准的教育问责:内涵分析[J].全球教育展望,2011,40(02):62-67.
基金信息:
山东省社会科学规划研究项目“政府问责学校的过程模型研究”(课题批准号:10CJYJ19)的阶段性成果