Junior High School Biology Curriculum Study Of Curriculum Effectiveness Value-added Assessment Based On Multilevel Liner Model

The original curriculum evaluation system only consider the students' final grades,ignoring the Effect of students' starting level and other factors,investment in education is not balanced,resources will not be used to maximize.Under this background,experts Put forward to promote the development of Education Fairness Effectiveness——Value-added Assessment.Curriculum effectiveness value-added assessment refers to a certain input conditions,the expected value is obtained by constructing model,and then compared with the actual effect of evaluation,if there is a certain gap between expected value and the actual output values,then judging course effectiveness.this evaluation approach compared with the traditional evaluation method is more comprehensive,scientific and reasonable.In the past,about the education efficiency evaluation research is very few.In the 21 st century,the school effectiveness evaluation received extensive attention of educators around the world,presented the trend of globalization.Abroad,related education effectiveness evaluation research involves various aspects,such as concept,content,methods and so on.Compared with abroad,our country's study of education efficiency evaluation started too late,Study of the course effectiveness evaluation are much rarer.This study in Middle high school biology curriculum,applying the value-added concept of curriculum and Multilevel Liner Model methods,establishing a junior high school biology curriculum effectiveness value evaluation system.The process of research mainly divided into three stages.The first stage:building a junior high school biology curriculum effectiveness of value evaluation system.Junior high school biology curriculum effectiveness value evaluation system includes two parts: input and output.Input part:the influence factors of junior high school biology curriculum effectiveness;Output part:junior high school students' level of development.The second stage: preparation of junior high school biology curriculum effectiveness assessment tools.Preparation of junior high school biology curriculum effectiveness factors influencing students questionnaire and teacher questionnaire,to determine the various influence factors of the junior high school biology;Knowledge of middle level we will be subject to academic level of biological test,for the development level of the students' emotional attitude values,we prepare the junior high school biologycurriculum function values of emotional attitude questionnaire.Prepare good questionnaires distributed to students.The third stage:acquisiting data and processing,building the value-added model of junior high school biology curriculum effectiveness.Putting the collected data into HLM7.0 software,the treatment results were analyzed.By comparing results of students in the aspect of knowledge,emotional attitude values of the development level of high or low and the efficiency between different cities.Get the following conclusions:1,the different perspective——multi-layer linear model of the evaluation results with the original evaluation conclusions have bigger difference.2,Junior high school students in knowledge,emotional attitude values goals of development is in a state of imbalance.3,different biology course efficiency between schools is not caused by the school itself.According to the above conclusions,giving the reasonable scientific advice.