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essay代写-British primary and secondary school self-evaluation

2019-05-20 | 来源:51due教员组 | 类别:Essay代写范文

本篇essay代写- British primary and secondary school self-evaluation讨论了英国的中小学自我评价体系。学校自我评价是指学校根据相关的政策法规、教育目的、培养目标等文件对学校的现实情况进行监督、检查、评价。为了扭转基础教育质量下滑现状,20世纪80年代英国中小学开始进行自我评价,经过不断的改革与发展,现已形成较为完善的中小学自我评价体系。为保障学校自我评价结果的客观公正,每学年英国中小学自我评价结果都必须及时反馈接受社会各界的监督检查,并会呈交给外部督导部门作为其评价学校的一个重要依据。本篇essay代写51due代写平台整理,供大家参考阅读。

self-evaluation,英国中小学自我评价体系,essay代写,代写,paper代写

In the 1970s, the quality of basic education in Britain declined significantly. As the main body of basic education, the reform of primary and secondary schools is imperative. In 1988, in order to improving the quality of basic education, the British introduced the education reform law, the type formed in the evaluation of the government as the main characteristics of the public education system, primary and secondary schools must be responsible for the quality of education, development performance and public education quality information, accept the supervision and inspection of the whole society, form independent management mode of primary and secondary schools. The autonomy of schools increases greatly, and the responsibility of self-supervision, inspection and evaluation also increases. As a result, the self-evaluation of primary and secondary schools emerges at the right moment. With the rapid development of self-evaluation in primary and secondary schools, many educational institutions have established their own school self-evaluation system according to the local actual situation.

At that time, the self-evaluation system of primary and secondary schools was only a beneficial exploration of various educational institutions, lacking of unified guidelines, and there were many problems such as low efficiency, improper methods and methods, and tight funds, so the implementation effect of self-evaluation in primary and secondary schools was not ideal. In 1992, the British government set up the education bureau of standards, specifically to supervision on primary and secondary schools should require schools to provide a detailed self-assessment materials, and introduced the guiding document for self assessment work of primary and secondary schools, the school evaluation work matters needing attention, has been clear about the primary and secondary school self-evaluation of work required to comply with the principle, the matters needing attention and working process, to ensure that primary and secondary school self-evaluation work smoothly; In 1999, ofsted issued the guidance manual: a guide to self-assessment. Since then, self-assessment in primary and secondary schools has gone hand in hand with external supervision and become a major part of education assessment in the UK. After that, ofsted issued various documents such as reducing the burden of supervision and establishing a new relationship with schools to constantly improve the self-evaluation system of primary and secondary schools.

Work for better service to self assessment of primary and secondary schools, the education bureau has developed called "promote the school self-evaluation report and analysis system, the system includes student achievement, school performance, external opinion and supervision report, a large amount of data information for schools to understand itself and other schools of education development, also includes self evaluation sheet" school "for schools to self assessment. However, this tool is not mandatory for schools. Schools can use different evaluation tools according to the actual situation, such as evaluation tools designed by local authorities. However, no matter what evaluation tools are used, ofsted requires them to include the following three aspects: first, opinions from students, parents and teaching staff; Second, opinions from professionals related to school work, such as local government officials, development planners, medical staff, children's center staff, etc.; Thirdly, the advantages of the school, the places to be improved and the measures to be taken. Because the school self-assessment form is more systematic, scientific and convenient, the vast majority of primary and secondary schools in Britain use this tool for self-assessment. "School self-evaluation form" mainly contains three parts. The first part is the basic information of the school, such as school name, address, zip code, the person who filled in the form, date and so on. The second part includes two aspects: one is the result of the previous school self-evaluation; 2 it is introduced the basic situation of the school and the school improvement plan design and implementation, mainly includes the background of students, the school hardware facilities, teachers, school support staff's basic situation, the basic information of the school community, the basic information of other universities, the basic information of the center for children and school cooperation, the main content of school improvement plan, plan implementation schedule, to carry out the main activities, curriculum, teaching reform methods, the means of access to the outside world opinion, such as a parent, such as questionnaires, evaluation methods, And the evaluation of school leaders, teachers, parents, local government officials and other relevant personnel on the school improvement plan.

In order to improve the quality of basic education and ensure the healthy and happy learning and development of students, the self-evaluation of British primary and secondary schools mainly involves the following five aspects: school management and leadership, teaching quality, student development, student performance and early improvement plan of the school.

In the school management and the leadership aspect pay attention to inspects the school management, the leadership level. Require the school to create a good campus culture; To provide room for improvement and opportunities for faculty members; Take effective measures to promote school improvement; For students to lay a solid foundation for the next stage of learning; To promote the formation of students' diversified values; Take precautions to ensure the safety of students; To accept the supervision and administration of the government and higher administrative departments of education; To ensure that faculty members can create a learning atmosphere conducive to students' exploration and development; Maintain high expectations of students and stimulate their interest in learning; Teach students according to their aptitude; Continuously improve educational skills and skills; Focus on home-school cooperation, and jointly promote student development.

In the teaching quality aspect pays attention inspects the school education teaching level. Require schools to evaluate the ability and quality of teachers; Using certain methods to detect the development level of students; Cultivate good study habits of students; To carry out teaching reform and promote educational equity; Pay attention to the cultivation of students' creative and critical thinking; Carry out a variety of activities; Develop personalized learning plans for students; Training parents; Help the students.

In the student development aspect pays attention to raises the student the sense of security, guarantees the student physical and mental health development. Requiring schools to help students establish secure connections with parents; Form a good partnership; Learn to protect yourself. Know yourself, build self-confidence; Forming healthy emotional attachment; Positive and enterprising, feel happy in the activity; Master communication skills and communicate with others freely; Knowledge of sports and health.

In terms of student achievement, the focus is on whether the school pays attention to the progress of each student. Require schools to understand the starting point and development of students; Helping disadvantaged and underperforming students improve; Carry out different activities according to the characteristics of age to promote the development of students; Mobilizing students' learning enthusiasm; Train students' independent thinking ability; Evaluate students in appropriate ways and methods on a regular basis; Meet the needs of students' self-realization.

The effectiveness of early improvement programs in schools is examined. Requirements for students to lay a solid foundation for the next stage of learning; To meet students' learning needs; To promote students' emotion and emotion development; Ensure the safety of students.

The self-assessment of British primary and secondary schools consists of three parts: making improvement plan, implementing improvement plan and accepting improvement result. School participation and the nature of the self evaluation work is, although the leaders of the school, the teacher is responsible for the work as a whole, but also need to listen to the students, parents, local government officials, health care workers, and community workers is closely related with the school staff's advice, and external supervisor regularly to primary and secondary school self-evaluation materials for supervision inspection. British primary and secondary schools will make scientific and reasonable improvement plans according to the actual situation every school year, and the school will set up a special leading group to be responsible for this matter. Leadership team members will first login "promote the school self-evaluation report and analysis system and enter the school's own database to collect student achievement report, teacher performance appraisal result, school facilities, school supervision report, the school to register before self evaluation, classroom observation records, all kinds of information such as meeting minutes. Then to organize the information, analysis, understand the advantages and disadvantages of school development and the gap with other similar schools, in order to make clear the school next improvement ideas, key, and through the questionnaires, meeting, visit communication methods such as collection and school related people for the school improvement suggestion, to seek a more comprehensive development. Finally, the leading group responsible for self-evaluation will summarize the above information and hold a seminar to study and formulate the improvement plan for the school year based on the improvement content and the actual situation of the school.

School improvement plan, the British education bureau requirements of primary and secondary schools must strictly implement the improvement plan, and arrange personnel responsible for the implementation of the guidance and supervision each improvement task process, to ensure its effectiveness, generally more than one task will arrange at the same time, guidance, supervision, guidance and supervision of the frequency can be according to the actual condition of school arrange, general requirements elementary school at least once every two weeks, middle school at least once every half a semester. The supervision activities are mainly carried out in the form of examination, in-class observation, conversation and exchange, etc. The person in charge will report the problems to the school in time, and the school will organize staff to discuss solutions.

At the end of every school year, the school will take a symposium, a questionnaire survey off-campus parties satisfaction to this school year to improve school conditions, on the basis of early learning improvement plan to fill in "school self evaluation sheet", and upload them to "promote the school self-evaluation report and analysis system, so that parents, community, local authorities, the education bureau and other departments or guidance, supervision and inspection. But complete self evaluation sheet "school" does not mean the end of the school self-evaluation work, self assessment results not only help outside to understand the value of the actual circumstances of the school, but also provide the important reference basis for external supervision personnel to carry out the work, but also provide reference for the next school improvement, convenient to make the improvement plan of the coming year.

At present, the evaluation of schools in our country is mainly based on external supervision and lack of self-evaluation. In order to improve the quality of education and make up for the deficiency of external evaluation, a four-level linkage work mechanism of national, provincial, municipal and school self-evaluation can be built to distinguish the functions and responsibilities of different levels. In order to ensure the smooth progress of school self-evaluation, the national level can strengthen the macro management, clarify the direction of school development, the main index system of self-evaluation and the basic procedures of self-evaluation. At the same time, the operation of the content and process of the specific school self-evaluation will be delegated to the provincial, municipal government and education departments, and the school will be organized to carry out the self-evaluation work according to local conditions, and the school will be supervised and inspected. The school shall perform its own duties, actively carry out self-evaluation according to the requirements of the superior and the actual situation, and accept external supervision and inspection.

In order to ensure the efficient development of the school's self-evaluation, the UK has developed a special system for collecting all kinds of data and information, so as to facilitate the school to understand its own and the national education situation to establish the goal and direction of future development, and designed a self-evaluation tool to facilitate the school to conduct self-summary and inspection. At present, there are some problems in the self-evaluation of schools in China, such as lack of information, unclear direction and inconsistent standards. To promote self assessment work of primary and secondary schools in our country, the national level may establish special website, follow the British used for collecting and organizing around education, analysis of data, at the same time, according to the education policy, training objectives, the guiding document for self assessment work of primary and secondary schools, clear the direction of the self assessment, content, and provide the safeguard to develop smoothly. Local governments at all levels may, in accordance with the policies and guidelines issued by the state and in combination with local practices, develop operable assessment tools to facilitate schools in carrying out self-assessment.

In Britain, school leaders, faculty, staff and external supervisor not only involved in the school self-evaluation, and students, parents, local government officials, health care workers, community worker, and a series of is closely related with the school's staff will be involved and play an important role, which not only helps to arouse the enthusiasm of staff at all levels to carry out the school self-evaluation work, and access to a wide range of opinions and support, to help schools improve. Our school self-evaluation work also can make all kinds of school work related personnel involved, school leaders dominate the self evaluation, teachers should also become the subject of self-evaluation, they know and understand the school students, is the actual executor of the school improvement plan, should make it clear their responsibility in the school self-evaluation work and actively participate in. In addition, all aspects of the school's self-evaluation work should also pay attention to the collection of opinions of various social personnel and accept their supervision and inspection, to help the school determine the matters to be improved, and objectively and comprehensively evaluate the quality of its work.

To ensure the objectivity and justice of school self-evaluation results, every school year British primary and secondary school self-evaluation results must be timely feedback to accept supervision and inspection of the various circles of society, and will be presented to the external supervision department as an important basis of its evaluation of the school, at the same time, the British demand next year the school improvement plan must be more than a year self assessment results, on the basis of detailed improvement measures. Current our country education evaluation mechanism is not yet perfect, often appear "since the homing" "claims the melon" wait for a phenomenon, in order to prevent this kind of problem appears in the school self-evaluation work, establish the corresponding results announcement system, rectification within a time limit system, punish the accountability system, improve the transparency of the school self-evaluation work, ensure that all staff at all levels is to adhere to the principle, and impartially, highlight the school self-evaluation work results. At the same time, the results of the school's self-evaluation must be linked with the school's improvement plan, so as to understand what needs to be improved and put forward feasible improvement measures, so as to form a cyclic and dynamic process of the school's self-evaluation and promote the continuous improvement of the school's quality.

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