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20 April 2021, Volume 39 Issue 4 Previous Issue    Next Issue

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Fundamental Issues in Educational Assessment Yong Zhao 2021, 39 (4):  1-14.  doi: 10.16382/j.cnki.1000-5560.2021.04.001 Abstract ( 269 )   HTML ( 650 )   PDF (742KB) ( 940 )   Save This article discusses a number of challenging issues in educational assessment, including multiplicity and incompatibility of educational outcomes, the desire and need to assess all outcomes, and personalization of educational outcomes. These are issues that educational assessment must deal with properly. Thus, the article argues that the future of educational assessment should focus more on long-term educational outcomes and reduce attention on short-term instructional outcomes. It should also focus on personalizing educational assessment so as to help individuals discover and develop their unique strengths and passions. Figures and Tables | References | Related Articles | Metrics

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The Definition of Quality of Basic Education and the Theoretical Model for Quality Monitoring and Evaluation Gang Li, Tao Xin 2021, 39 (4):  15-29.  doi: 10.16382/j.cnki.1000-5560.2021.04.002 Abstract ( 180 )   HTML ( 578 )   PDF (1019KB) ( 888 )   Save To understand the quality of basic education, people should develop its descriptive definition instead of a prescriptive or programmatic definition. First, the connotation of educational quality is multi-element, multi-faceted, and it is necessary to establish a systematic view about the quality of education. Second, the core of education quality is the quality of students' development. Third, students’ development should be all-round. Finally, the quality of student development is the result of multiple factors. The theoretical model of basic education quality monitoring and evaluation is a structured presentation of the connotation. It employs CIPO (Context-Input-Process-Output) as the framework, defines educational output from the perspective of students’ development, selects key influencing factors to investigate the various aspects of the quality of education and their relationship, and finally presents the effectiveness of educational factors as the quality of education. China needs to define the quality of basic education by standards, improve the monitoring of key influencing factors, strengthen the follow-up investigation and experimental research on the quality of basic education and construct indexes for the quality of basic education. Figures and Tables | References | Related Articles | Metrics

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Method and Proposed Approach to Constructing the Index of Basic Education Quality Jiahui Zhang, Feng Li, Tao Xin 2021, 39 (4):  30-41.  doi: 10.16382/j.cnki.1000-5560.2021.04.003 Abstract ( 98 )   HTML ( 293 )   PDF (811KB) ( 439 )   Save The development of basic education quality index can provide scientific and effective evaluation for education quality. This paper first reviewed the related explorations on educational indicator systems and educational indices to provide insight into the construction of the basic education quality index of China. Based on the goal of improving education quality and the specific requirements for the construction of the basic education quality index proposed by the trend of educational evaluation system reform in this new age, this paper proposed a possible approach to constructing the educational indicator system based on the CIPP framework, selecting input, process and product indicators according to validity evidence, building a comprehensive evaluation system allowing the participation of multiple sides, using and interpreting the index based on the quality standards, and considering equity and quality simultaneously. Meanwhile, to facilitate the construction of the basic education quality index, there is a need for a series of educational empirical studies in the areas such as data linking and imputation, the local validation of quality indicators, validation of indices of different levels, the index construction at the age of “Internet +”, comparison of different aggregation methods, case study of index application with quality standards, and the construction of index merging quality level and equality. Figures and Tables | References | Related Articles | Metrics

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The Evolution and Trend of China’s Basic Education Quality Monitoring and Evaluation System Huijuan Chen, Tao Xin 2021, 39 (4):  42-52.  doi: 10.16382/j.cnki.1000-5560.2021.04.004 Abstract ( 146 )   HTML ( 273 )   PDF (713KB) ( 626 )   Save Since the reform and opening up, China’s basic education quality monitoring and evaluation system has experienced three periods: the germination period relying on supervision and evaluation (1978—2001), the exploration and pilot period for education quality monitoring (2002—2014), and the construction and improvement period of the monitoring and evaluation system (from 2015 to present). Some basic experience has been obtained in value positioning, monitoring content, organization and implementation, application of results, operating system, etc., but there are also some problems and challenges in the construction of monitoring and evaluation systems. Based on the analysis of historical evolution, basic experience and existing problems, in future, the monitoring and evaluation system needs to fully embody and implement the Party’s education policy, exert the monitoring function through macro-control education supervision positioning, strengthen the connotation construction of monitoring systems at all levels, and to promote the deep integration of information technology and the monitoring system. Figures and Tables | References | Related Articles | Metrics

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The Effect of Major Matching on the Starting Salary of College Graduates: An Empirical Research Based on Propensity Score Matching Method Yanting Hu, Cheng Jiang 2021, 39 (4):  53-63.  doi: 10.16382/j.cnki.1000-5560.2021.04.005 Abstract ( 120 )   HTML ( 124 )   PDF (715KB) ( 887 )   Save The match between college graduates’ major and job is an essential factor affecting the quality of employment. Based on the national survey data of colleges graduates’ employment in 2015, this paper investigates the major match of the college graduates, as well as the effects of major match on the starting salary of graduates. It uses the Propensity Score Matching (PSM) method to solve the endogenous problem, and reduce the deviation of results caused by self-selection.The main conclusions and findings are: there are 56.1% of graduates’ majors and jobs match, while 11.7% are irrelevant. Using the OLS method, the starting salary of the major match is 3.4% higher than the major mismatch, and after correcting the endogenous problem by using PSM method, the salary effect of the major match is 5%. OLS regression method underestimates the effect of major match on starting salary. Further research finds that, compared with Project 211 universities and vocational colleges, major match has a significant income effect on non-Project 211 graduates. Also, compared with graduates of college degree and master degree or above, major match has a significant income effect on bachelor degree graduates, the starting salary of the major match is about 7% higher than the major mismatch. Major match of economics graduates has a more significantly positive influence on starting salary, and the major match graduates is about 15% higher than the major mismatch. Based on this, colleges and universities should make more accurate judgment on the specialty matching in order to effectively improve the employment quality of college students. Figures and Tables | References | Related Articles | Metrics

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Research on the Influence of “Double First-Class” Policy on the Quality of Undergraduate Students Jinlong Wang, Zhihui Wu 2021, 39 (4):  64-72.  doi: 10.16382/j.cnki.1000-5560.2021.04.006 Abstract ( 133 )   HTML ( 127 )   PDF (1718KB) ( 1158 )   Save Based on the ranking data of the best universities in China from 2016 to 2020, this paper analyzes the influence of “double first-class” policy on the source quality of undergraduates by using the single group time series experiment method in the interruptive time series quasi experiment method. It is found that there are great differences in the quality of students in “double first-class” universities, but the distribution is relatively stable. The “double first-class” policy has a certain impact on the quality of undergraduate students. 38 of Project 985 universities and 67 of Project 211 universities have further consolidated the advantage of high quality students. In addition, 3 of Project 211 universities have entered the list of first-class universities and 19 of non-Project 211 universities have entered the list of first-class disciplines and the quality of their students has improved to a certain extent. However, the quality of students in those colleges and universities with good quality but not in the list of “double first-class” construction shows a downward trend. This results from the continuity of government resource input, the orientation of social talent demand and the stability of the university’s own development. Figures and Tables | References | Related Articles | Metrics

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An Empirical Study on the Influencing Factors of Teachers’ Willingness to Participate in School Governance: Analysis Based on the Theory of Planned Behavior Yemei Wei, Guorui Fan 2021, 39 (4):  73-82.  doi: 10.16382/j.cnki.1000-5560.2021.04.007 Abstract ( 130 )   HTML ( 136 )   PDF (744KB) ( 407 )   Save It is an inevitable requirement for the modernization of school governance to promote the participation of multiple subjects including teachers. Based on a questionnaire survey of 442 middle school teachers in Shanghai, this paper analyzes the mechanism that affects teachers’ willingness to participate in school governance under the framework of the theory of planned behavior. The results show that subjective norm, perceived behavioral control and participation attitude have a significant positive impact on teachers’ participation in school governance. Besides, subjective norms and perceived behavior control can not only directly and positively predict teachers’ willingness to participate in school governance, but also indirectly affect teachers’ willingness to participate in school governance through participation attitude. Also, the mediating effect of subjective norms on teachers’ willingness to participate in governance is moderated by teachers’ identity and teaching age, and the effect of non-representatives of teachers’ Congress and novice teachers is more obvious. It is necessary to strengthen the publicity of the idea of participation and create a good atmosphere for participation. In addition, it’s important to pay attention to feedback, improve teachers’ sense of participation efficiency, make good use of incentive mechanism and change teachers’ attitude to participate in governance. Finally, expanding the scope of participation, especially the participation of novice teachers and non-representatives in school governance is helpful. Figures and Tables | References | Related Articles | Metrics

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The Fitting Strategy of Inter-school Exchange Between Urban and Rural Teachers: An Investigation Based on “Person-Organization Fit” Guoqiang Li, Zhiyuan Li 2021, 39 (4):  83-95.  doi: 10.16382/j.cnki.1000-5560.2021.04.008 Abstract ( 91 )   HTML ( 143 )   PDF (900KB) ( 366 )   Save Inter-school exchange among teachers is essentially a re-adjustment of the person-organization fit between teachers and schools. The survey shows the degree of the fit between some primary and secondary schools’ teachers and school organizations is relatively high on the whole, but it still needs to be improved. Based on the analysis of the person-organization fit theory, and combined with the current situation of the fit, inter-school communication between urban and rural teachers can take the following implementation paths: strengthen the support for rural schools, and improve the needs-supplies fit of urban teachers who will be exchanged to rural schools; implement a composition pattern of the exchange team based on core teachers and excellent principals, and supplemented by ordinary teachers; disclose the information of exchanging teachers and of the schools receiving them, and promote two-way choices; restructure the person-organization value system to create an organizational atmosphere of democracy, harmony, mutual assistance and endeavor; build a platform for teachers’ growth relying on core teachers, and improve needs-supplies fit and demands-abilities fit between rural schools and teachers, in order to achieve a win-win situation for the development of the exchanging teachers and schools. Figures and Tables | References | Related Articles | Metrics

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Boosting Rural Revitalization by Education: The World Bank’s “Learning Poverty” Project and its Implications for China Yongxin Zhu, Jing Luo 2021, 39 (4):  96-103.  doi: 10.16382/j.cnki.1000-5560.2021.04.009 Abstract ( 118 )   HTML ( 133 )   PDF (662KB) ( 613 )   Save In October 2019, the World Bank put forward the concept of “learning poverty”, set the goal of halving the learning poverty rate by 2030, and formulated a detailed working plan. The “Learning Poverty” project has received positive responses from governments of many countries, especially during the Covid-19 pandemic. With the victory in poverty battle, rural revitalization has become a new task for the realization of the great rejuvenation of China. Education poverty-alleviation will also enter into the post-poverty-alleviation era characterized by high-quality, deep cultivation and multiple-subjects. The new concepts and practices of the “Learning Poverty” project will be of great reference value for the promotion of educational poverty alleviation and boosting rural revitalization by education. References | Related Articles | Metrics

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The Development of Higher Vocational Education in Western Ethnic Regions: Progress, Challenges and Changes: Based on the National Education Reform and Development Plan and the “Double High-level Project ” Hongxia Ma, Dequan Zhu 2021, 39 (4):  104-126.  doi: 10.16382/j.cnki.1000-5560.2021.04.010 Abstract ( 107 )   HTML ( 130 )   PDF (932KB) ( 506 )   Save High-level vocational education is the core of the development of vocational education modernization system. Based on five main indicators which include sixteen secondary indicators of school running level and five core indicators of the “Double High-level Project”, an analysis was made to investigate the development process and the challenges that the higher vocational education in the western ethnic regions would face. We found that higher vocational education in the western ethnic regions had already made outstanding achievements in standardization construction. The gap between the regions has narrowed and the policy goals of the National Education Reform and Development Plan have been achieved. However, the task of building high-level higher vocational education is still arduous, as it also faces challenges such as regional imbalance, insufficient type attributes and insufficient capacity building. To solve the above problems and construct high-level higher vocational education in ethnic regions, it is necessary to reinforce the foundation through top-level design and policy supply, to highlight the “ethnic nature” through differentiated strategies and characteristic development. Also, it’s important to catch up and build up a modern governance system by seizing opportunities to improve capacity-building in order to improve governance efficiency in the future development. Figures and Tables | References | Related Articles | Metrics