| The current disputation in evaluation reformation in the reformation practice of domestic fundamental education mainly focuses on two essential issues: first, the internal conflict between the selective evaluation system and the developmental evaluation system; second, the external conflict between education reformation and evaluation reformation. The essence rests with the fact that most people believe evaluation reformation is the premise of educational reformation. They attempt to substitute evaluation reformation for educational reformation and separate evaluation reformation from the process of internal reformation in education, analyzing evaluation reformation by itself. On the other hand, "criterion-standardized theory", "bi-directional-problem theory" and "original-featured theory" are not effective to solve the problem. Hence, the essay probes into the internal constructional reorganization and the deeper relatipnship between educational reformation and evaluation reformation, aiming at endowing it with new evaluation function which gives a new viewpoint to understand evaluation reformation and promotes school transformation, i.e., how those two promote the process of school reformation. "New Basic Education" evaluation, based on the new functional transition of evaluation on school reformation, supplies a new way for solving the problems above.Reviewing the history of the function of educational evaluation, it can be foundthat the process includes both the modification of external configuration------evaluation system (evaluation subject, content, standards and methods, etc.) and theupdate of its internal basis------evaluation notion and relationship in evaluation.Various characteristic evaluation functions have been transformed into primary functional in accordance with their roles' transition in the development of educational evaluation in different periods of history. In the formation of management as evaluation function, written examination took the place of oral examinations because it was more efficient for large-scale evaluation. In the period of value-recognition, the essential demand of management evaluation is to obtain objective evidences in order to work out scientific approval characterized by value recognition. The value relationship is regarded as objective existence. The evaluating subjects, who are expected somewhat machines in the system, attempt to describe the evaluated objectively, using "scientific" ways and equipment. The purpose of service evaluation function is to provide useful information to satisfy the demands raised by various beneficial subjects during the period of value construction. It focuses on value construction. The value relationship is regarded as interactional process among the subjects. Evaluation subjects, as value subjects, can construct subjectively the object's value and meaning, which needs to modify the evaluation system. In self-estimation period, the purpose of developmental evaluation is to supply initiative opportunity to students and teachers in evaluation, and the point is value selection. Although value objects, teachers and students can express their own requirements and implement self-evaluation in evaluation activities. In this very process, teachers and students all obtain real development. For this purpose, Evaluation system needs to be subjectified. The analysis of evaluation and value relationship, plus with their interaction, indicates that they are all involved in an essential axiological issue, which can be stated as follows: the value of education existing either objectively or psychologically -constructed. No matter which it is, it never concerns with educational practice or the process of education reformation, which is an indispensable creation and establishment process for educational value and signification.The traditional evaluation system with the purpose of educational selection has been brought into being in domestic educational practice. Through the introduction and adoption of Western evaluation theory, we are trying to construct a developmental evaluation system by examining and criticizing the traditional selective evaluation in our basic educational reformation. Actually, this effort can still not satisfy the practical requirements of school reformation promotion. However, during the transitional period, the researchers and practicers, as function subjects grown up in the reforming period, extremely require to appraise the process of reformation. They expect to point the process of evaluation to educational reformation directly and to research reformation practice in order to promote it. The necessity of it has becomes more obvious than ever. It is an exploration in the aspects of new evaluation reformation practice and evaluation principles, called "school-reformation evaluation". Its function goes to promoting school transformation, to reach both achievements and self-actualization by evaluation in our daily educational practice. It focuses on value creation implemented by evaluation subjects in practice. It is characterized with mutual creations in practice between school reformation and evaluation reformation, with practicing, integrating, creating and debating as its features. School-reformation evaluation, with its evolution in value system and evaluation procedures, represents the contemporary trend of education evaluation. The school-reformation evaluation is under exploration in school reformation practice. In daily evaluation, the two main framework modules, "Listening-Clarifying-Evaluating" and "Questioning-Answering-Discussing" penetrate into school reformation practice in informal forms, boosting school reformation in the continuous upgrade circulation process of "Study-Scheme, Design-Implement-Reflect, and Comment-Reconstruction-Re-practice". Through the daily interaction of evaluation by oneself and by others, we expect to obtain the following achievements: to discover and form new issues in the process of reformation, to refine and form the new identity in the process of reformation, to boost integrating abstract on the transformational practice and theory development, to enrich and embody the theory in the aspects of practice & theory of reformation.Daily evaluation penetrates the process of school reformation and becomes the main part of it which presents accumulation results in the signification of quantitative change. However, mid-term evaluation, as a connection node of school reformation, promotes the process of school reformation in a centralized method. The standardization of mid-term evaluation provides the researchers a good chance to promote, clarify, and conclude the reformation theory systemically from the creative activities of practicers. Further more, it can be embodied and set as guideline and elements of daily practice. It provides an opportunity for creative operation, makes us research, analyze and conclude the experience, issues and development scheme initiatively and consciously. Meanwhile, reflective reconstruction can be conducted consequently, and the modification for internal theories and daily self-experience can be enhanced. On the issue of self-development, Mid-term evaluation can strengthen the relationship between the practicers' internal theory and their daily practice; and on the aspect of school, it supplies an opportunity for school leaders and teachers to discern the school's own situations and thus to make a good plan for its further development. Mid-term evaluation emphasizes the promotional function for school reformation in the significance of transition. Simultaneously, it pays great attention to transformational status, current level, primary issues and experience in the period of pre-evaluation, which contains the function of process and fonnative evaluation. Still the final keystone still goes to the promotional function.In the research of "New Basic Education", the purposes of two different school reformation evaluation functions are the same although different practical methods and mechanisms and so on still exist. Surely, the promotional function of School reformation evaluation is not the replacement of the functions of management, service and development. It integrates current evaluation functions in order to push the process of school reformation effectively and to gain accomplishments with and for self-actualization.
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