Evaluation Studies Of Higher Educational Institutions’Value-Added Performance

Intuitive levels of higher education Institutions are shown through academic and employment situation of college students. But not be overlooked is the school of management factors, environmental factors, student background factors, and teacher levels of a number of factors will have an impact on student achievement. Traditional educational evaluation ignored the role of these factors, only a student’s test scores as a basis for evaluation to evaluate the performance of the level of school education, can not achieve educational evaluation is scientific and rational, objective and fair requirements, can not make a scientific education diagnosis, not to fully mobilize the enthusiasm of the schools and teachers. Therefore, the rise of value-added research in school education performance evaluation of education reform that a development path. The evaluation of a method of evaluation of educational value-added as an educational performance is far more scientific and rational evaluation. The method by means of hierarchical linear statistical model, taking into account the multiple factors affecting students’learning process, and inspection of schools and teachers for student learning in the control of these factors on the basis of value-added effect. This article will focus on the evaluation of the effectiveness of value-added of China’s institutions of higher learning education methods and practical approaches to the settlement contribute for the price of higher education reform on schools and teacher assessment, evaluation methods, and objectivity, fairness and other issues.This article intends to address the key issues:First, the culture of institutions of higher learning the light of scientific research of teaching for a long time, mainly because the school’s performance in the current evaluation system is easily quantifiable research indicators to reflect the teaching is good or bad and value-added contribution of school education performance is difficult to quantify, so how to use the theories of education statistics to produce a scientific assessment methods, the premise of value-added evaluation of the practical problems of application universities. Second, the educational value-added assessment there are several different types of statistical analysis models, the statistical model of student data processing in different ways, so in the end what kind of model the effect of the best to achieve the scientific analysis and interpretation of student achievement, which requires a comprehensive literature study and in-depth logical calculation. Third, the educational effectiveness value-added assessment is to evaluate the net impact of the development of school education for the students to grow. However, even if does not accept students of the school education, over a period of time due to their own mature, will obtain quantitative knowledge, then how to determine whether the development of students is due to spontaneous maturation after the baptism of time, tend to value-added, or the impact of the school led to? in our analysis of value-added divestiture and related factors in the case of measurement education to the students.