| In order to promote the establishment of the evaluation system, the Educational Bureau delivered "the Notice on Promoting the Reform of Evaluation Mechanism and Examination Mechanism Actively in Primary Schools as Well as in Middle Schools" in 2002, and " the Notice about the Curricular Plan (experimental) as well as the Curricular Standards about the 15 Subjects including Chinese" in 2003. Later on, the local educational bureau have made evaluation plans or established the indicator systems in provinces, cities and the autonomous regions. In fact, we have taken a large step from theory to practice.The comprehensive quality evaluation indicator system or the evaluation plan shows the following symptoms in these areas: unity stands out in the standard systems. The quality method has taken the main form, and formative method has been shown emphasis on in the methodology systems. Inspiration has been thought great of in its evaluation function. The assessment mechanism is complete and scientific. Nevertheless, the techniques exist of a few defaults in the ever plans and indicator systems, which are mainly as follows. The evaluation targets system has shown more emphasis on the targets out of the students as well as on too much unity, but less difference. More focus on quality, but less on quantity, as well as more emphasis on formative evaluation, but less on consultative, are the main flow in the methodology systems in the evaluation process. Consultative function been ignored in the evaluation.Therefore, the thus-existed evaluation systems can't be used absolutely in practice, which needs more systems to evolve in. Value-added method can be an ideal choice."Value-Added Assessment" is one of the many forms in developmental evaluation. To master this methodology, we should think of it in the following ways. First of all, Value-Added is a kind of content, referring to the progress of the all-round qualities of a student. Second, Value-Added is an idea, which emphasizes the students' development, focusing on every aspect of the students' qualities and the process of the students'development. Therefore, it is a complete, adoptive point of view. Third, added-value is a standard, referring to the changed rate of each student'qualities. Forth, Value-Added is a method, which thinks greater of quantity, but quality method is included.Value-Added Assessment of a student development is a kind of judgment of value about the development rate in each student's morals, intelligences, physical characteristics, beauty commitment, and physical labor, etc., in order to provide information for improvement in each student's study and life, in teachers' education and teaching, and in school's education and arrangement. In concrete, it aims to promote each student's development. It is an assessment of each student. Its indicators are each student's morals, intelligences, physical characteristics, beauty commitment, and physical labor, etc. Its standard is each student's value-added rate in every aspect of each student. Its course is the student's process of study and life. Value-Added Assessment of each student has the following symptoms. (1) Its system of thoughts emphasizes the basic study of value. (2) The combination of unity and differences stand out in its standard system. (3) Its methodological system shows emphasis on the combination of quality method and quantity method. (4) Its function gives an eye to the future development of each student.The value-added evaluation index system is made up of a set of indicators that are correlative strong at all levels and are independent within various indicators. It is made up of 3 first-level indicators, four second-level indicators, 12 third-level indicators, and 42 forth-level indicators. The horizontal linkages are independent and mutually complementary; the vertical indicators are close-knit, with strong attribution. The evaluation criteria for value-added assessment consist of three aspects: the end criterion, the process criterion and the value-added criterion. The results for value-added evaluation are mainly in a uniform standard-value-added -to evaluate, which can be both positive and negative. The size of added-value (both positive and negative) could be united to use "conversion rate" to measure. The object for value-added assessment is the individual student. The evaluation cycle of value-added evaluation for students is a semester. The subjectivities for added-value assessment are multiple, both including assessment department staff in school, teachers, class adviser, parents, and also including students, but mainly refer to the school. The value-added assessment for ordinary high school student emphasize that indicators in its three dimensions as "input-course-output" are of the same ,which are related to the basic situation information for student (input information), student course information, student output information, and key act and event information. Data collection methods are observational method, survey method, journal method, critical incident method, and literature method. The statistical calculation for results is relatively simple and easy to operate. The basic thoughts of the procedures for added-value evaluation are: Firstly, according to the data from observation, work records, questionnaires, which is summed by 20% of self-assessment , 20% of peer assessment and 60% of teacher assessment ,test scores and other in each school year (Y1/Y2/Y3) or semester (T1Y1, T2Y1; T1Y2, T2Y2; T1Y3, T2Y3), or high school (Y1, Y3), produce every average figure for indicators of the four levels, and then get the deviation(R1, R2) using the difference of original scores for each student and average obtained; two semesters deviation subtract, that is, R2 - R1, obtained the original added-value points (VAR); the original value of points (VAR) with the index weight coefficient (I) obtained by multiplying the standard value-added points (SVA); all four indicators of the standard value-added divided by the sequence of four points and the number of index factors, and then multiplied by three index weight, and get three indicators related to sub-standard value-added (SVA); turn and so on, respectively, the secondary demand, a standard value-added sub-indicators, the effectiveness of value-added results obtained for each student. The process of the student Value-added assessment is generally divided into 10 steps. (1) data collection; (2) fill out the forms; (3) weighted statistical indicators for each student scoring at all levels; (4) weighted statistical Student score; (5) the formation of student value-added evaluation report; (6) the feedback of results; (7) the reconsideration; (8) the modification of the report; (9) the use of the results; (10) the adjustments and improvements on the evaluation plan. This research focuses on the construction of the evaluation indicator system and the evaluation model in Senior High School. First, I give a description of the viewpoints of the Value-Added Evaluation of a student from the framework of a few subject fields, and analyze the basic viewpoints about it. Second, I talk about the current status of the all-round quality evaluation of the Senior High School students, analyzing its symptoms and shortcomings. Third, I research on the construction of the Value-Added indicator system, the measuring tool and model. Last of all, the implement plots and the process model are delivered.The thesis is made up of four chapters. The first chapter deals with the viewpoints of this evaluation and its basic viewpoints, that is, the evaluation viewpoints. This chapter is formed with two parts, the first of which talks about its value system in the eye of a few subject areas including philosophy and its achievements in practice. In order to make its viewpoints well understood, the second part analyses its targets, function, and so on. The second chapter focuses on the analysis of the current status on the comprehensive quality evaluation of the senior high school students, which is made up of two parts. The first part deals with its symptoms. The second one talks about its shortcomings and delivers the necessity to carry out the value-added evaluation in our country. The third chapter mainly talks about the construction of the evaluation indicator system as well as how to make the measuring tool, with which two parts are formed. The first one delivers the general principles, the basis for the choice of the indicators, and their inner relations, as a result of which the evaluation indicator system is constructed. The second one deals with the courses of making the measuring tool. The forth chapter mainly talks about the details in practice with three parts included. The first one researches on the evaluation method, the evaluation period, and the scope in evaluation practice. The second part mainly deals with the course and steps in evaluation, including its method and technology to compose the marks, as well as the mesuring model. The process model is delivered in the third part.
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