Method and Proposed Approach to Constructing the Index of Basic Education Quality

doi:10.16382/j.cnki.1000-5560.2021.04.003

Abstract

Abstract:

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.

Key words: quality of basic education, index, indicator system, quality standard

Jiahui Zhang, Feng Li, Tao Xin. Method and Proposed Approach to Constructing the Index of Basic Education Quality[J]. Journal of East China Normal University(Educational Sciences), 2021, 39(4): 30-41.

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References 0

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CIPP	维度	指标
背景	人口统计学和经济学特征	失业率；人均GDP
	学校教育	平均受教育水平；各阶段入学率
	学校系统规模	机构数量；各类学校数量
	家庭社会经济文化背景	家长职业；低收入家庭的儿童
	学校社区参与	家长参与；政府支持
投入	学校	学校规模；班额
	经济资源	教育经费；生均经费
	物质资源	生均计算机数量
	人力资源	教师数量；教师年龄
	学生	学生早退
过程	区域水平	本地社区和家庭参与学校活动
	学校水平	教学时间；教师教研活动
	班级水平	课堂学习机会；探究式教学；特殊学生支持
结果	知识和能力	标准测验成绩；标准测验合格率
	受教育水平	毕业率；辍学率
	社会结果	年轻人失业率
	感知到的服务质量	用户满意度

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