The Studying Of School-based Assessment In Elementary And Secondary School

With the thorough development of educational reform in our country,the center of gravity of educational management is gradually moved down and the president's responsibility system can be used. The school can pay more attention on self-management and enlarge the right of self-management. The intervention of overseas school-based management injects lots of power. As an important part of school-based management, school-based assessment arouses many scholars and related school staff to pay extensive attention on it. Because it is in the start stage for studying the theory and practice of school-based assessment in our country, it will encounter some difficulties unavoidably in the actual utilization. Consequently, the author conducts some investigations and research to analyze and summary these difficulties. This article will start with the existed problems of school-based assessment in elementary and secondary school, and analyze generated reasons for these problems. Besides, it learns Norwegian Hovseter Middle school and Israeli practical experience, and will propose lots of strategies to perfect school-based assessment in elementary and secondary school on the basis of theoretical foundation of school-based assessment, and will point out some attentive problems when the school-based assessment is implied.This article can be divided into six parts. The first part will elaborate the concept of school-base; distinguish of school-base between China and foreign countries; the concept, meaning, characteristics of school-based assessment. The second part mainly acknowledge the existed problem of school-based assessment and analyze the generated reasons according to collecting materials and questionnaires. The third part learns lots of experience from Norwegian Hovseter Middle school and Israeli. The fourth part will build the theoretical foundation of school-based assessment in elementary and secondary school, including system theory,contingency theory, recessive effect of management in school culture, theory of humanistic management. The fifth part will perfect some strategies of school-based assessment in elementary and second school, mainly from the concept of school-based assessment, the organization of school-based assessment, staff of school-based assessment, the object and content of school-based assessment, the procedure of school-based assessment and so on. The sixth part will discuss some attentive problems when the school-based assessment is implied, such as combining school-based assessment with school routine work; dealing with the relationship between school-based assessment and external assessment; paying more attention on principle's impelling action for school-based assessment; considering school-based assessment as an important part of school culture.