From Self-Evaluation To Autonomous Evaluation

This paper cards and analyzes the current status of theoretical research & practice of school's autonomous evaluation, taking the practice of primary & secondary schools' evaluation in Pudong New District, Shanghai for instance and the research of autonomy of schools' overall evaluation for entry point. It answers the questions of "Five W" and "One P" on schools' autonomous evaluation at theoretical & practical level, namely what is schools' autonomous evaluation; why should we take it; its body, feature and transformation; the key issues we need resolve when taking the evaluation; the object and its feature of the evaluation; and the issue of external support system.I have surveyed the current status of primary & secondary schools' evaluation in Pudong New District, Shanghai, understanding the staff's value awareness and demand motives towards autonomous evaluation. In this paper, I reveals the existing problems as well as their causes, at the same time, I point out that the involved body's driving power of the evaluation plus responsibility mechanism, cooperation mechanism, fair mechanism & balancing mechanism of the evaluation are all having vital impacts on autonomy of schools' evaluation.Through comparisons on demands, bodies, goals, basis, features, psychology, nature, manners & effectiveness between schools' self-evaluation and autonomous evaluation, this paper clearly defines the connotation of schools' autonomous evaluation, explaining the main theoretical problems including nature, function, strategy, principle, basis, which are raised from the practice of schools' autonomous evaluation. This paper points out that schools' autonomous evaluation is performed through the harmony among consciousness, willingness and explicitness of evaluation, having the cultural features of active, cooperative & introspective evaluation.This paper analyzes how schools deal with relations with external parts in autonomous evaluation at the level of policy, including the relations of schools' autonomous evaluation with executive department on education, steering institute on education, students' parents and the society, pointing out that the functional competence of executive department on education should be further clarified to give schools more rights on autonomous evaluation; the basic role of annual evaluation in educational steering process should be played to mobilize schools' initiatives to conduct steering pre-evaluation; parents and the society should involve in grasping the initiatives of schools' autonomous evaluation to establish a community-oriented system for schools' autonomous evaluation.