Development Of Evaluation Indicators Of Quality Of Basic Education

On the basis of referring to advanced assessment projects of quality of educationbetween domestic and international and indicators in the projects, under the guidance ofviews of educational quality for comprehensive development、 all development andscientific development, this study plan to develop some new evaluation indicators forquality of education, expecting to offer diversified reference standard for evaluating thequality of basic education., and having a positive guiding impact for evaluation for quality ofbasic education.This study have evaluated the quality of basic education of ChangChun. This study haveevaluated39middle schools,17,980second grade students in middle school and73primaryschool,14,851fifth grade students in primary school. Subjects were selected at random andtested for the overall measuring testing, according to the evaluation framework of the fiveareas of15indicators in the opinions of the Ministry of Education about to push forward thereform of comprehensive evaluation for quality of education in primary and secondaryschools, testing the basic information of the five areas of subjects: moral developmentlevel、the physical and mental development level、 practice ability level、the developmentof interest and specialty、 academic burden condition. In the aspect of academic developmentlevel, testing subjects with Chinese, and math in primary and secondary school, testingsubjects with English in secondary schools.Compensation indicator can reflects schools’ efforts on compensating the academicweakness of the disadvantaged students; Non-academic attainment indicator can reflectsschools’ efforts on promoting the development of students’ non-intelligence quality; harmonyindicator can reflects schools’ efforts on promoting the harmonious development andexcellence in character and learning of students; pressure/results output ratio indicator candescribe how many units academic performance that students can produce in one unit ofacademic pressure,when considering academic achievement and academic pressure at thesame time; academic Gini coefficient can reflects academic achievement balanceddevelopment degree of students within or between schools.Newly developed education indicators are in favour of all-round, comprehensive,multi-angle evaluation for schools, and in favour of identifying the type of characteristics ofthe school education quality, and in favour of proposing improvement suggestionsaccording to local conditions. What’s more, these indicators reflect the advanced educationconcept, for example, balanced development, harmonious development, caring for thedisadvantaged, effective teaching, etc. So, these indicators are not only beneficial to guide the school setting up the correct concept of running a school, making sure the conceptguiding function that evaluation really plays a role in promoting development, but alsobeneficial to make use of longitudinal tracking data,reflecting the degree of ascension ofquality of education.