A Study Of Curriculum Effectiveness Value-added Assessment Based On Multilevel Liner Model

Nowadays China evaluates the quality of a course mainly through students’ scores. This kind of evaluation method not only regards different students’ prior level as the same, but ignores the influence of the other factors to students’ development,which is clearly inconsistent with the idea of educational equity. Curriculum effectiveness value-added assessment can not only consider the prior knowledge and ability level, but control the influence factors of curriculum effectiveness, which is a more objective and fair evaluation method of curriculum quality.In the past decades, the research of education effectiveness value-added assessment in foreign countries was from the dispensable rose to an important position to lead the development of educational evaluation. Researches of overseas payed attention to the educational evaluation of different levels, both the idea, content and method of evaluation were constantly updated. However the correlative researches in China started relatively late, and the researches about curriculum effectiveness evaluation was even fewer.Take high school biology curriculum for instance,the study uses scientific value-added evaluation concept and frontier statistical hierarchical linear model method,tries to construct value-added assessment system,and assesses high school biology curriculum effectiveness.The research process is divided into three stages: the first stage, is the construction of high school biology curriculum effectiveness value-added assessment system. The index system includes two parts: input part,namely influence factors of curriculum effectiveness and output part,namely students’ development.The second stage, is the preparation of assessment tools and data collection.The knowledge level of students’ development is expressed by biological scores of students’ academic level exam,and the remaining four aspects need to compile assessment tools, namely high school biology curriculum effectiveness influence factors students’ questionnaire and teachers’ questionnaire,student ability test and the students’ questionnaire of emotion attitude and value. After determining the tools study posts tests and questionnaires to collect the measured data. The third stage, is construction of high school biology curriculum effectiveness value-added evaluation models.By using multilevel linear analysis HLM software for data processing, study the factors affecting curriculum effectiveness,and compare effectiveness of different areas, different aspects. Research gets the following conclusions:(a)factors of student and class level have important influence on students’ biological development level.(b)There is a difference between regions, schools in biology curriculum effectiveness.(c)There is a difference between results of traditional evaluation and curriculum effectiveness evaluation.(d)Students have imbalance in development in the three-dimensional goals. In view of the above research conclusion, study also put forward reasonable proposals.