Education Evaluation Method Study

How to discover value, how to pursue value and how to verify valueobtainment are essential problems to people, al1 of which can be putunder two basic problems, i.e. how to discover and how to testify value.So, the methodology of higher educational evaluation consists of twobasic ways of discovering value and testifying value. The dissertationsystem is logically based on this hyPothesis: It is composed of four partsincluding seven chaPters.Part one, which only contains chaPter 1, mainly studies the twocategories of value of higher education, the inference of higher educationevaluation, quantified medium of evaluation, operating medium ofevaluation, classifying methods of evaluation, and the scientific methodsof evaluation. As a research finding, the dissertation establishes thecoup1ed grouP of value and originated group of value reflecting differentrelations among values, finds a law of conservation of value in the systemwhich is isolated, simPlified, closed and the total quanity of achievedvalue and eXPecting value are constan. The dissertation dividesevaluation methods into qualified evaluation, qualitative evaluation,quanified evaluation and quanitative evaluation.Part two, including chaPter 2 and chaPter 3, selects qualified evaluationand quantified evaluation that the idea and theory of value do not goahead of evaluation, and discusses them all-sidedly ChaPter 2 studiesqualified evaluation, Which consists of connotation, basic hypothesis,medium, suitable condition, functional mechanism, assurance principle,technologica1 cost, differentiating qualified evaluation from qualitativeevaluation, and limitation of qualitative evaluation. By combining modelevaluation, distinguishing feature university evaluation and respondingevaluation with qualified evaluation, the dissertation offers a few modelsof qualified evaluation. ChaPter 3 discusses quantified evaluation, whichconsists of connotation, basic hypothesis, medium, suitable condition,functional mechanism, assurance principle, teclmological cost,differentiating quanified evaluation from qupeitative evaluation, andlimitation of quanitative evaluation. The dissertation that integrates withM supplies general model of qualified evaluation discusses therelationships among three tyPes of mathematical models.Part three, consisting of chaPter 4, chaPter 5 and chaPter 6, revolves onmathematical technology of higher education evaluation by dealing withevaluation in the light of specific conditions, such as suitable condition,functional mechanism, assurance principle, technological cost. Itcontributes to the scientific methods of aPplying mathematical tecIinologyto evaluation.ChaPter four discusses deeply definite mathematical technology bycombining Linear Programming, Dynamic Programming, Data EnvelopAnalysis (DEA), Analytic Hierarchy Process (AHP) with cost efficiencyabsolute evaluation, scheme of forgetting study evaluation, universityefficiency relative evaluation, and Green university evaluation. Thedissertation gives some suggestions to which aPpraiser has to payattention when he aPplies definite mathematical technology to highereducation evaluation.ChaPter five considers systematically stochastic mathematicaltechnology by dealing with Regression Analysis, Factor Analysis, ClusterAnalysis, and Symmetric Markov Chain in learning evaluation, universitycomPrehensive evaluation, selection excellent evaluation, and universityresearch adIninister evaluation. The dissertation provides not only someproposals that aPpraiser has to notice, but also the new aPplication whenstochastic mathematical technology is put into the practice of highereducation evaluation. ChaPter 6 focuses on fuZZy (grey) mathematicaltechnology, such as FuzZy comPrehensive evaluation, FuzZy Integral, andGrey System Theory in evaluation technology. Applying them touniversity innovatory caPacity evaluation, degree administrative qualit...