A Study On The Reform Of Academic Evaluation Of British Compulsory Education Since 2014

Under the influence of the international academic evaluation project and the emphasis on education accountability in the world education reform,under the same international education goal of pursuing educational equity and quality,all countries in the world regard national academic evaluation as the initiative of monitoring the quality of education and enhance international competitiveness.The UK is also one of them.In 1988,the United Kingdom began to implement the National Curriculum,in conjunction with it to implement a unified examination throughout the country,the national academic evaluation system was initially established.Since then,in order to improve the quality and international competitiveness of the National Curriculum and compete with the world's best education system,the basic education's curriculum and academic evaluation of the UK has been in a changing atmosphere and action.During the process of adjustments and reforms,the equity and quality of education are increasingly emphasized.In 2014,the latest edition of the National Curriculum Standard was introduced,the new National Curriculum began to be implemented,and the academic evaluation system was adjusted accordingly.This study is based on the reform of academic evaluation in the compulsory education stage since the implementation of the new National Curriculum in 2014.It explores the practical experience and characteristics of the academic evaluation in the compulsory education stage in the UK and provides a reference for the construction of the academic evaluation system in line with China's national conditions.There are six chapters in this study.The first chapter introduces the purpose and significance of the research,the definition of related concepts and the status quo of research home and abroad.The second chapter systematically reviews the historical evolution of the academic evaluation system since the construction of the British national academic evaluation system in 1988.It is divided into four stages:the emerging of national academic evaluation system,the adjustment and practice in the 1990s,the adjustments and practices in 21st century,the latest adjustments since the withdrawal of the new National Curriculum.The reasons for the reform of the national academic evaluation system at this stage is analyzed at the same time.The third chapter analyzes the academic evaluation reform of key stage 1 and key stage 2 from the perspectives of National Curriculum test and statutory teacher assessment,and focuses on the framework and evaluation indicators of teachers' assessment of students in key stage 1 and key stage 2.The results of the academic evaluation also show the characteristics of "measuring the progress of students with scaled scores and measuring the progress of the school with progress measure".The fourth chapter focuses on the implementation status of the new GCSE(General Certificate of Secondary Education).It is divided into four aspects:examination subject,scoring system,evaluation index and performance evaluation and report.In the process of reform implementation,the new GCSE examination presents five characteristics:a wider range of courses to choose from,certificates are subject to rigorous review,and the certificate-granting institutions maintain comparability and consistency,academic severity and high standards.The fifth chapter discusses the disputes in the academic evaluation system of the British compulsory education.At present,the evaluation system mainly presents three problems:one is that the difficult test has a negative impact on the students' physical and mental health;the other is school performance mainly measured by the test results is irrational;the third is the educational inequity exists both at the individual student level and school level.The sixth chapter explores the characteristics of the academic evaluation system in the British compulsory education stage and combines its practical experience to observe the academic evaluation system of our country and draws corresponding enlightenment.Due to the change of educational philosophy and the need to improve the quality of basic education,the evaluation system gradually showed the following five characteristics:following the national curriculum closely,evaluating independently as well as following the rules,inclusive evaluation mechanism,external evaluation and internal evaluation combined,value-added evaluation applied to both individual students and schools.We should learn from the experience of the implementation of the British academic evaluation reform,correctly grasp the evaluation content and standards,and construct and develop China's national academic evaluation system according to local conditions.