Research On School Effectiveness Evaluation

It is unscientific and unfair to evaluate the effectiveness of a teacher or a school or a section, only by students' average test scores. Quality-oriented education and education equalization require new evaluation system. The school effectiveness evaluation may be a better choice to make judgment on school' s pure effects on students by "added value" .This research will discuss the theories of the school effectiveness evaluation and its adoption approaches in China, by the methodologies of literature analysis, survey investigation and case studies.The dissertation consists of three parts: archive summary, theory construction, and explore how to do in China.The first part reviews the development of school effectiveness evaluation in the last forty years. The school effectiveness evaluation is from Equality of Educational Opportunity Study (James. Coleman et al 1966). It has covered the fields of school effectiveness, effective school and school improvement, and expanded its impacts from American to Europe, Australia and Asia. It is the one of the highlights in the international education research area today.The school effectiveness evaluation has made a great breakthrough on models, indicators, and means. Four features identify school effectiveness evaluation: the evaluation goal is changed from judging to improving, the evaluation content is shifted from singular element to multi variables, the evaluation designs is transferred from cross-sector to longitudinal, the evaluation measurement concerns not only quantity but also integration.The second part considers that school effectiveness is the sign of the school' s effects on students. And then the school effectiveness evaluation is an assessment of the size and judgment the value of the effectiveness. Put forward a multilevel interactive model including three levels and three type factors.The indicators consist of three types. The outcome indicators include cognitive domains, behavioral domains (include skills) and affectivedomains according to the Quality-oriented Education. The process indicators, which can be controlled by school, consist of administration, pedagogy and the quality factors of the school. The context indicators, which can' t be controlled by school, but affecting students, consist of students' gender, social economic status (SES), school location, and governing system of the school.The school effectiveness evaluation approaches, such as sampling, data collecting and analyzing, and models designing, will be improved..Finally, the researcher selected two junior high schools to do pilot studies. The results indicate that the school effectiveness evaluation is adaptive in judging the class effectiveness and in revealing the effective factors. And it also can be used in section.The dissertation suggests some conditions should be satisfied, For example, people should have identical views on education quality and on school effectiveness evaluation; consistent evaluation indicator system and assessment organization; reliable statistic technology. Five strategies are proposed by the dissertation: taking improvement as goals in evaluating, laying the foundation on theories, making progress step by step, integrating school effectiveness evaluation with quality monitor system, obtaining support both from government and the public.