The Construction Of Evaluation Criteria Of School Connotative Development

With the increasing demand about educational quality and equity, the schools' extended development whose main features are expanding scale and promoting conditions can't satisfy the need. Instead, schools must walk toward connotative development whose main features are to improve educational quality and school-running efficiency and to enhance the ability of self-development. Meanwhile, the school evaluation must be changed accordingly, which means the extended evaluation whose characteristics are focusing on school-running conditions and scale should be reformed. Therefore, we should establish the connotative evaluation which advocates the construction of self-development ability and the improvement of educational quality and school-running efficiency, namely the connotative development evaluation.In the view of that, based on the context of fully reviewing relative literature and the reality of case researches of three schools, this paper constructs the criterion of connotative development evaluation, which is with the theoretical fulcrum of the balanced development of education, modern school system and total quality management, with the value orientation of development, human-center, promoting reformation and innovation, advocating democracy and cooperation as well as the guidance as service, with the consideration to effectiveness and fairness, and with the reference of American excellent performance criterion, the Characteristics of Successful Schools and British school supervision program, and following the CIPP evaluation model.Based on the case research about three primary, junior and high schools with different development trajectory and situation, through the talk with presidents and teachers, the questionnaire of students and their parents, the query of schools' data archives and the observation of school personnel, and then by comparison and mutual confirmation and complementary, this paper explores many elements which affect or reflect the connotative development. By the further sieving of these elements from the directing ideology and value orientation and by the confirmation of foreign successful experiences and finally they are confirmed as evaluation index and be systematized.Starting with the field of the condition, motivation and result of school connotative development, the criterion decomposes 9 first grade indexes, 14 second grade indexes, 41 third grade indexes and some observation point orderly and endows them with weight according to their importance.