Research On New Zealand High School Academic Evaluation System -National Certificate Of Educational Achievement

From ancient time to now,high school examination has always been popular with the attention of the countries all over the world.High school students’academic evaluation reform is the core of education reform in common concern around the world topic,also it is a major problem of quality-oriented education reform at present stage in our country. In this paper, the new "national educational achievement certificate" is a kind of system of academic assessment based on curriculum standards, mainly for high school students.New Zealand high school students began to cumulate their credits from year 11 for their National Certificate of Educational Achievement,until completed the tertiary certificate before leave school.The qualification examination is the school-leaving certificate of high school graduates in New Zealand.At the same time,it is an effective reference model to the boss or for the college to recruit students. After several reforms, National Certificate of Educational Achievement now has formed a relatively perfect secondary education certificate test system, and highlights certain features in the world secondary education test,also its influence is catching the world’s attention increasingly.Under the new curriculum reform idea influence, China’s ordinary high school proficiency test after several reforms,now has gradually developed into the current ordinary high school examination. Although we had drew our attention to student’s development evaluation,while in the specific operation and implementation process, there are still exsit many problems, test function is still not fully realized. Through research on New Zealand High School Academic Evaluation System-National Certificate of Educational Achievement, not only helps us understand changes trends in the world of secondary education teaching evaluation system, but also provide reference and inspiration for our high school proficiency exam reforms, to promote teachers better "teaching" and students better "learning".This thesis consists of six main parts.The firs part offers an interpretation on the development of the New Zealand "National Certificate of Educational Achievement" evaluation system, specifically from the production of original "New Zealand National Qualification Framework" to the current one in 2002.The second part is the analysis of the reality form of New Zealand "National Certificate of Educational Achievement". Firstly, this paper focused on the static description, including the practical basis, content, standard and the method;Secondly, it emphasized on the dynamic description, covering the implementation of its preparation and process;Lastly, it paid close attention to the effects of its operation in that it has been widely recognized by the international world, and it promotes the development of students’ personality and the balanced development of the national vocational education and general higher education.The third part takes how New Zealand student gets "National Certificate of Educational Achievement" level 1 as an example and illustrates its basic situation of the case and effect, for instance, how students choose courses according to her/his preference, complete the courses and get the certificate of qualification according to New Zealand National Qualification Framework; Additionally, analyses of students who get the "National Certificate of Educational Achievement" can provide academic reference for university entrance as well as the students’future employment certificate.The forth part focuses on the characteristics of New Zealand "National Certificate of Educational Achievement" evaluation assessment, such as the elective system, the access of the subjects "mix" to attend, the unique "dual" evaluation standard,addtionally the attention to "process evaluation" of students’studies and the cultivation of students’ practical abilities as well as the cultivation of innovative thinking; In addition, this paper suggests that students’ subjective efforts, teachers’ effective implementation based on the curriculum standards, powerful supervision, community and parents are the influential factors of the academic evaluation system.The fifth part presents that the research findings of the homogeneity academic evaluation have revealed no matter in China or New Zealand, the academic evaluation of high school students are both concerned about "assessment for learning", mainly paying attention to the cultivation of students’learning abilities; At the same time, the two countries also face the common problem that the development of students’ learning process is ignored.The sixth part puts emphasis on the reference analysis like promoting the positive transformation of evaluation paradigm, establishing a diversified evaluation research subject,as well as actively introducing the third professional party assessment mechanism in hopes of putting forward some beneficial enlightenments to our country’s high school student’s academic evaluation reform. On the one hand, we should actively promote the exam based on the "ability distinguish", to establish flexible and diverse forms thus promote student learning and development; on the other hand, we should also pay attention to the academic evaluation based on the curriculum standards, increase the professional evaluation organization, and emphize on academic evaluation result feedback and communication, so as to promote better teaching.Generally speaking,through the analysis on the New Zealand High School Academic. Evaluation System-National Certificate of Educational Achievement, mainly focused on the reality form, its development,implementation of the case,characteristics and influencing factors, attempts to provides new train of thoughts of our country high school academic evaluation.