The Research On Educational-Policy Evaluation

Educational-policy evaluation is an indispensable link for Policy dynamic movement, and only through the policy evaluation, can we make right judgment on whether the policy objectives have been reached, and whether policies should be implemented further, modified or terminated. Our social development is now facing an important and significant period of social transformation. Therefore, our educational policies need to be changed according to the political, economical and cultural development as well as the development of education timely, in order to lead and guide the education reform and development effectively. The main basis of Education policy adjustment is educational-policy evaluation. Nowadays, China's educational-policy evaluation has not still perfect and proposal standards, which is not be fit for the demands of the education policy adjustment and innovation. Meanwhile, the scientific levels of it also need to be improved without any delay. Because of the actual situation of evaluation studies' lagging behind the reforms of the education system, some basic questions about educational-policy evaluation will be systematically discussed in this paper in order provide a theoretical guidance for the educational-policy evaluation.In order to better reflect the systematic characters of the educational-policy evaluation, the paper divides the important issues in the field of educational-policy evaluation into seven chapters according to the logical relationship of research.Chapter I is about "the concept interpretation of educational-policy evaluation "and it is about what is the educational-policy evaluation, which is the starting point of this paper and the base of the following parts. Education policy is the goal based on the public authorities in a specified period, the education cause can be improved and the public policies aiming at human beings' whole development can also be realized by means of using the standards of conduct and the value guidance, which have been made in the process of promoting and distributing the interests of education. As for the definition of educational-policy evaluation, we can express in this way: it is a value-judging activity about the quality and results of educational policy by using specific means, some standard and a certain progress.Chapter II is about " the functions and limits of educational-policy evaluation", which deals with the question why we carry on the evaluation. As for the authority assignment of the education interests, education policy as an educational has a direct impact on the safeguard of citizens' rights to receive education. So it is a necessary link to carry on this kind of evaluation in order to improve the quality of educational policies. It has many functions, such as improving the quality of educational policies, pointing out the direction of educational policies' development, distributing educational recourse reasonably, strengthening educational administration responsibility, providing information of educational policies and fertilizing the knowledge of educational policies. Of course, its functions are limited, which has something important to do with external policy evaluation system. At the same time, it is also influenced by the intrinsic restrictive factors of educational policies themselves.Chapter III is about "The principal body of education policy assessment" that is to say, who will solve the assessment problems. Principal body for the educational-policy evaluation is at the core position and plays a leading role in the entire assessment activities .This paper makes classification on the principal body, and analysis the superiorities and inferiorities of various types of the body. If the principal body of assessment want to assess the educational policies scientifically and fully reflect the value of its own, it must try its own best to improve itself fully. At present, China's educational-policy evaluation is mainly government-led assessment, the social assessment is relatively weak, so the structure of the body policy assessment should be improved, and the sense of responsibility of the body social responsibility should also be strengthened, in order to improve the scientific level of it.Chapter IV"the criteria reflection on educational-policy evaluation " and Chapter V " the index system building of educational-policy evaluation ".These two chapters are both about how to assess the contents of educational policies , that is, what to be assessed. The criterion and indicators of Educational-policy evaluation are the basis of assessment. The criterion of the educational policy evaluation reflects the values of educational policies, which is historic. Interest of education, equality of education and independence of education are the common value foundations of educational-policy evaluation at present referred in this paper. The criterion of educational-policy evaluation should be conducive to the promotion of education interests of the education policy, as well as equitable distribution of education interests and the pursuit of individual self interest in education.Chapter VI " The Process Analysis of the assessment of educational policy evaluation", in other words, how to assess. From the three links of planning, operation and feedback of it, this paper discuss and build the basic process of education policy assessment, and then explain and analysis each procedure, in order to provide a relatively standardized implementation of procedure of it.Chapter VII "The case study and issue research of educational policy evaluation," it is the practical application of it. This paper assesses the 20-year-implemented "Compulsory Education Law" and the effectiveness of the policy about vocational education conducted in Changxing County,Zhejiang Province. The defects and optimization of the undergraduate teaching evaluation is discussed in this paper, and it also presents how to choose the education policy evaluation model during the period of social transition in China。...