Research On The Value-Added Student Assessment In The Schools Of American

This study which adopts the methodologies of literature, comparative and case analysis systematically assesses public schools and normal higher colleges and universities in America for the implementation of the Value-Added Student Assessment. The methodology of Value-Added is the idea from economics, which is used as a type of assessment method or means in pedagogy. This study uses longitudinal comparison and evaluation to measure the added values in academic achievements, physical and mental development for individual student in certain period of school time, while, the added values of academic achievement which every student had obtained make positive feedback of the evaluation of teacher efficiency. Value-added assessment abandons the traditional cross-sectional student assessment modes with quizzes and exams, emphasizing the close integration between assessment and student learning process, with the implementation of students'learning results longitudinal comparisons approach, pay attention to the dominant position of student in the assessment process. All these advanced ideas are similar with the reform of student assessment of our country; whose reform policies are that emphasize developmental students'assessment and pay more attention to the students'individual differences.How to promote the all-round development of students with value-added assessment method? What are the factors that affect the value-added assessment and how to avoid or use of these factors? How about the implementation of Tennessee Value-Added Assessment Model and the existing problems? What exactly are the positive reflections led by the commonly used value-added students assessment in America to our country's student assessment reform? These are the focuses and solutions that the dissertation tries to figure out.This dissertation firstly combs the historical origin of the American value-added student assessment and the development histories of the value-added assessment means, meanwhile, gets the California Value-Added Assessment Model as a typical case, describing in detail the recent situations, as well as proposing the concepts of value method and literature integration. Then this dissertation analyses a series of factors that influenced the value-added student assessment in America, including the macro aspect of social environment, the moderate aspect of educational and family backgrounds, and the micro aspect of student oneself. The paper focuses on the moderate and micro aspects which closely tied to the students academic achievements, elaborates what influences brought by these three factors (student oneself, teacher effect and school performance), and tries to suggest controlling factors for the value-added student assessment. The key part of this paper is Chapter three, which uses several empirical cases to illustrate the existing situations of the value-added student assessment in America. Tennessee Value-Added Assessment System is the most important cases in this paper, the implementation ways, the critical problems and countermeasures and reflections are being discussed. Finally, this paper puts forward some revelations for our country to implement the Value-Added student assessment method from America. The value-added student assessment begins with this point of view "choose to suit the purpose of education", gets focused on the improvement, motivation and development of student assessment, adheres to the respect for differences, pays attention to the starting point, concerns about the procedures and emphasizes on the principle of development. The value-added student assessment also can reflect teachers' effectiveness and schools' education quality. Although there are some doubts about referencing the popular value-added student assessment in America for us, the whole idea of this assessment accords with the demands of Chinese Quality Education Reform of student assessment system.