Reflections about the work of supervision and evaluation in primary and secondary schools.docVIP

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2017-05-17 发布于浙江
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Reflections about the work of supervision and evaluation in primary and secondary schools.doc

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Reflections about the work of supervision and evaluation in primary and secondary schools

Reflections about the work of supervision and evaluation in primary and secondary schools In the country, according to the Book of Rites #8226; lt;lt; Xueji records, more than two thousand years ago, there is the “Son of Heaven inspections the Song Dynasty (960-1279 start building the educational supervision and inspection, oversight bodies, set up a special office in the Ming Dynasty (1368 - the 1644 educational supervision and gradually form a system of educational supervision work interrupted 20 years after the mid-fifties, began in 1983 to restore and rebuild the State Board of Education Steering Division was established in 1986., educational supervision around the institutions were established, and effectively played a guide the evaluation, promote the protection role. Education supervision and evaluation of the problem Has a greater impact on the development of educational assessment at two levels First level implementation level. Making level mainly refers distributed to primary and secondary schools by the administrative department of education under the supervision and evaluation indicators. Implementation level in evaluation of the implementation of the process of how to achieve a combination of self-assessment of the supervision and evaluation of schools, so that the assessment reflects the school’s “voice” in the process of implementation. 1. Policy evaluation and formal evaluation activities have not conducive. At present, most schools have carried out education supervision and evaluation corresponding self-assessment, but the general school during self-assessment are not self-established quantifiable indicators, but follow the educational supervision departments to develop a unified assessment indicators. Doing The benefits are: quantitative indicators can be unified, is conducive to the launching of the statistical work in the future, but also conducive to the fairness of competitions between schools. drawback: each school has diff