| A full-scale implementation of quality education is of great importance in carrying out the program of China's national rejuvenation in the 21st century, which is planned by the party and government. In order to realize a full-scale quality education, the present system of educational evaluation should be reformed, since the latter is a "booster" of the former. Quality education evaluation will be conducted in the light of our education policy and scientific value-orientation of education. Equipped with scientific and plausible evaluation methods and techniques, this new system of evaluation will evaluate the process and the result of quality education according to preset education goals. Its purpose is to improve quality education practice and push forward its development. Theoretically, quality education evaluation should be marked with the following features: (I) it exerts a developmental effect on education practice, (2) it involes participation of people from different walks, (3) it gives a comprehensive evaluation of the evaluated, (4) it adopts scientific procedures and techniques, and (5) it utilizes a variety of evaluation modes.In the past decade, with the gradual implementation of quality education both the education researchers and educators have been carrying out the evaluation reform. They not only have made great achievements in the fields of basic theory and evaluation system of quality education, but also have obtained valuable experience in the evaluation experiments. However, the present quality education evaluation system is still practised as a means of government administration. To some extent its unitary nature and closedness will result in phoniness. As a consequence, there are a lot of obstacles which hinder the full-scale practice of quality education evaluation. These problems are:(1)people's narrow concepts of educational evaluation hinder the implementation of evaluation reform, (2) the monotone mode of evaluation operation results in the lopsided development of quality education evaluation, and (3) the lack of qualified evaluation personnel impedes the development of quality education evaluation.Therefore, the development of quality education evaluation can not be furthered before a comprehensive system of evaluation is established. The system involves parties from different fields:government, experts, schools, teachers and parents. Firstly, we should use the experience of other countries' school-based management for reference and construct school-based educational evaluation system which gives schools autonomy in the process of formative evaluation. School-based evaluation system allows schools to set up their own evaluation mechanism according to their specific situations. The exploration of educai:ion reform at present has provided optimal conditions for the development of school-based evaluation system. In order to implement this new system, schools have to base their education organization on their unique and precise notions and rationale, set up democratic management system and education system, and bring home for headmasters, teachers and students the scientific educationai evaluation theory and techniques. Meanwhile, the systems of mets-evaluation, consultation and reform should also be bettered. Secondly, efficient3intennediary evaluation mechanism should be constructed so as to integrate the evaluation of school or internal-evaluation and the one of society or external-evaluation into a whole complex. Under this evaluation system it is the society, other than the school or students themselves, that will evaluate the value and result of quality education process with an aim to reinforce, guide and adjust the activities of the evaluaters and the evaluated. With its independent, just and scientific procedures, the evaluation of the kind can serve the government, school and society better. In this way the monotone way of evaluaton by the administration will be done away with and the efficiency of quality education evaluation will be i...
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