Journal of Policy Analysis and Management · 2026 · Jennifer Darling‐Aduana、Carolyn J. Heinrich、Jeremy Noonan、Jialing Wu、Kathryn Enriquez
中文摘要
为学分补修（OCR）目的而在线完成的、技术辅助的课程，是美国高中生重修高中毕业所需课程最常见的方式。然而，越来越多的研究对这些课程中的学生学习提出了担忧，并认为低质量的评估是一个限制因素。由于课程评估是评价学生掌握程度和支持学生学习的基础，我们通过系统审查使用最广泛的OCR课程——代数1——中的每一个评估题目来考察这一担忧。我们还考察了通过课程掌握测试的途径，这些途径允许学生绕过内容学习。此外，我们识别了州和地方机构正在实施或可以采纳的政策选项与实践，以监管和改进OCR。我们发现，按实际执行的OCR评估缺乏严谨性和效度，而且大多数评估题目的答案在多个网站或平台上都很容易获得。我们提出建议，以提高严谨性、关闭那些使结果效度受到质疑的途径、强化实施程序，并加强州层面对OCR提供者的监督。
Abstract
ABSTRACT Technology‐facilitated courses, completed online for the purpose of credit recovery (OCR), are the most common means through which US high school students retake courses required for high school graduation. Yet a growing body of research has raised concerns regarding student learning in these courses, with low‐quality assessments posited as a limiting factor. As course assessments are fundamental to evaluating student mastery and supporting student learning, we investigate this concern by systematically reviewing every assessment item in the most widely used OCR course, Algebra 1. We also examine pathways for passing the course mastery tests that allow students to bypass learning the content. In addition, we identify policy options and practices that state and local agencies are implementing or could adopt to regulate and improve OCR. We find that OCR assessments as executed lack rigor and validity, and that answers to most assessment items are readily available across multiple websites or platforms. We offer recommendations to improve rigor, close pathways that call into question the validity of results, strengthen implementation procedures, and increase state‐level oversight of OCR providers.