A Study On The Self - Assessment System Of British Schools

Due to the increasing attention of improving the quality of education and the role played by schools in this aspect, from the 1980s, the world formed trends of government education decentralization, more school autonomy to schools,named "school-based management" campaign. As an important strategy of "school-based management", School self-evaluation gradually being national attention. Schools in China are also turning to the direction of self-development and self-evaluation has already incorporated into the educational supervision and evaluation system, but the theory study is not enough, there are many problems existed in the process of self-assessment, so school self-evaluation failed to get its due effect. Since the 1990s, the United Kingdom has established a new system of educational supervision, encouraged schools to actively carry out self-evaluation, and we see its increasingly prominent role in the school assessment system. After long-term development, the British school has a relatively complete self-evaluation system. Therefore, this paper attempts to introduce, analyze British school self-evaluation development, combined with China’s current situation and problems, reflecting Chinese current school self-evaluation. School self-evaluation is a very complex issue, there are differences in the various stages of education. Besides the study in our country is quite weak, limited reference to the information and personal ability, this paper studied range locked in basic education, mainly refers to the self-evaluation in primary and secondary schools.The research introduces and analyzes British school self-evaluation system, including its evaluation purpose, evaluation content, process and the way of using evaluation results. With the help of the British Eliot Bank case study, more specifically presenting the face of the British school self-evaluation system; On the basis of these, I analyze the characteristics of the British school self-evaluation, such as:(1) strengthen the relationship between internal and external evaluation; (2) pay more attention to the full participation of the self evaluation, (3) stress the importance of data; (4) set up a school development partners. And then the study summarize the problems still exist in practice at present:(1) schools have no clear idea about the purpose of self-evaluation in practice; (2) the school self-evaluation system driven by external factors; (3) dispute about the school self-evaluation form; (4) lacking of evaluation resources such as time. Through summing up the school self-evaluation, current situation and problems in China, rethinking the development direction of our country’school self-evaluation through the experience and lesson in UK.