CIPP-based Study On The Model Kindergarten Assessment

The evaluation of model kindergartens is not only a way of grading kindergartens,but also a way of "promoting construction through evaluation".On the one hand,kindergartens identify their own problems and make improvements according to the assessment criteria in preparation for the assessment,which improves the quality of kindergarten operation.On the other hand,the assessment of model kindergartens can drive kindergartens to play a leading role and promote the quality of regional preschool education.However,in practice,practical biases in kindergarten assessment preparation have prevented the value of model kindergarten assessment from being fully and effectively realized.Based on the problems of model kindergarten assessment,the researcher identified three research objectives: first,to examine the overall situation and real-life dilemmas of model kindergarten quality improvement through a sample study.Second,to analyze the real situation and problems of model kindergartens’ evaluation work through case studies.Third,we analyze the reasons behind the problems of model kindergartens based on the CIPP evaluation model and propose countermeasures for improvement.Three research questions were designed based on the purpose of the study: the first question was: What is the value of model kindergarten evaluation for kindergarten education quality improvement? The second question is: What is the current situation of kindergarten assessment and what are the problems? The third question is: What are the countermeasures to improve the assessment of model kindergartens based on the CIPP evaluation model?The study is divided into two main parts,which are the sample study and the case study,respectively.The sample study part is a dilemma investigation of the overall situation of model kindergarten evaluation: firstly,a textual analysis based on root theory is conducted on the collected information of model kindergarten evaluation;secondly,the basic process and content of Guangxi model kindergarten evaluation are examined,and the overall realistic dilemma of model kindergarten evaluation is explored;finally,a preliminary cause analysis of the problem is conducted to prepare for the case study.Finally,a preliminary analysis of the causes of the problems is conducted to prepare for the case study.The study found that the overall real-life dilemmas of the assessment of model kindergartens in Guangxi are divided into the following three points: first,the top-level design meets the development needs of kindergartens but is not fully implemented in practice;second,the quality of curriculum construction is limited to improve the level of teaching and learning and the level of child development;third,the structural quality is difficult to be improved due to the insufficient conditions for the assessment.Based on the results of the sample study,the case study explored the assessment practices of kindergarten L.First,based on the results of the literature review and the sample study,we constructed a data collection framework based on the CIPP evaluation model,designed an interview outline and an observation form,and then used the interview and observation methods to collect data.Secondly,MAXQDA qualitative analysis software was used to analyze the data in a bottom-up coding process to objectively present teachers’ perceptions and reflections on the model kindergartens and their evaluations,and then analyze the real-life problems in the evaluation of model kindergartens,including: first,the challenges posed by the change of evaluation contents and methods;second,the lack of teachers’ voices and self-reflection in the evaluation process;and third,the difficulties in organizing the data;Thirdly,it is difficult to organize the data and it lacks practical value;fourthly,the teachers’ grinding activities defeat the original purpose of model kindergarten assessment;fifthly,the adjustment of the organization and implementation of activities does not pay sufficient attention to children’s needs.The researcher uses the CIPP evaluation model to analyze the reasons behind the problems:first,the deviation of the quality view and quality evaluation view affects the implementation of "evaluation for building";second,the lack of professional support makes it difficult to promote structural quality;third,the lack of supervision and guarantee in the organization and implementation of the evaluation process;fourth,the low level of process quality makes it difficult to Fourth,the low level of process quality makes it difficult to effectively support early childhood development.Based on the overall study,the following four recommendations were made: first,reconstruct the concept of quality and quality evaluation to implement the concept of "evaluation for construction";second,seek support from educational administration,families,and society to strengthen the conditions;third,standardize the evaluation process to avoid affecting the daily educational and teaching work;fourth,use the evaluation results and evaluation feedback to Fourth,use the assessment results and feedback to make targeted corrections.