Microsoft PowerPoint - Li Cai - Setting_Standards_UCLA.pptx

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1 Setting Standards toward the Quality of Chinese Compulsory Education Tao Xin National Innovation Center for Assessment of Basic Education Quality Beijing Normal University Aug 19, 2015 CRESST Meeting

2 Outline Background Conceptual Framework Key methodology issues Some Results for an Example Some Remarks 2

3 Background 3

4 The Status of Chinese Compulsory Education After thirty years development, China has achieved the goal of nine year compulsory education. Currently, the quality and equality of basic education has become major concerns of the society. Access to schools for all High quality Education for all

5 Public expectation toward basic education system in China Education quality Students all round development

the insurance system of education quality Develop national education standards Integrate assessment organizations

6 Chinese Educational Long-term Development Plan Entrust education assessment to social organization Separating Government Authorities, Management & Assessment the 3rd plenary session of the CPC' s Central Committee Building up the insurance system of education quality Develop national education standards Integrate assessment organizations Establish the scientific monitoring and evaluation system the National Medium and Long Term Plan for Education Reform & Development

7 Missions of the NAEQ center NAEQ s duties are as follows, according to the requirement of Ministry of Education : To formulate standards for monitoring the quality of basic education. To research and develop tools for monitoring the quality of basic education. To implement the work of monitoring the quality of basic education nationwide upon the authorization of the Ministry of Education. To support and guide education quality monitoring work in different regions nationwide.

8 Conceptual Framework of Educational Quality 8

attainment Physical and mental health Academic achievement Artistic

9 Target population and Assessment domain Target Population Target Assessment Domain 4 th Grade and 8 th Grade Ethics and civic attainment Physical and mental health Academic achievement Artistic accomplishment Practical ability and creativity Social and education environment

10 Assessment Domain NAEP TIMSS PIRLS PISA NAEQ 德品德阅读写作学生全面发展智体数学科学历史与社会英语体育健康心理健康美艺术素养

11 Assessment Domain NAEP TIMSS PIRLS PISA NAEQ 相关因素宏观中观微观经济社会背景教育资源教育环境课程与教学学校管理师资状况家庭背景学生兴趣策略动机等

12 Key methodology issues 1

13 Key methodology issues Assessment framework Test and questionnaire development Sample design Setting the performance standards

14 Assessment framework 4 th Grade content and cognitive domains: Math Knowing Understanding Applying Problem solving Cognitive Domain Content Domain Numbers and Algebra Geometry and Space Statistics Reasoning and applying

15 8 th Grade Science Assessment framework

16 Mental Health Emotion Social Behavior Self Interpersonal Skills Value 焦虑抑郁孤独感主观幸福感生活满意度亲社会行为欺负和受欺负违规违纪行为网络成瘾吸烟自我认识自尊自信自我控制亲子关系师生关系同伴关系交往能力规则认知价值观公正感积极社会信念

17 Test and Questionnaire development Test design Matrix sampling design 8 booklets Each student take one of 8 booklets

18 Test and Questionnaire development Distribution of items in NAEQ 2009 by subject and item format 8 th Grade Item format Percentages Science Items Multiple Choice 59~62% Constructed Response 38~41% Total 100% Chinese Items Multiple Choice 80% Constructed Response 20% Total 100%

19 Test and Questionnaire development Questionnaire for students Motivation and attitudes Activities and time for study Social economic status Parents expectation about children s achievement Parenting style and parent child relationship

20 Test and Questionnaire development Questionnaire for teachers Education level and experiences Teaching efficacy Teaching behaviors Pressure Professional development

21 Test and Questionnaire development Questionnaire for principles School Infrastructure Parent involvement Campus security Bullying behaviors

22 Sample design Three stage stratified PPS

23 Activities year Field Math Mental Health Math Mental health Chinese Science Chinese Science English Physical education Math Science Mental health Chinese Mental health Math Physical education Province size County School size Master Teacher Student

24 Setting the performance standards Two methods were considered: Angoff method Bookmark method Process Judgment panel including 15 persons with diverse backgrounds Three day meeting within each panel Three stages were conducted for the whole process

25 Some Results for an Example 2

26 Rural-Urban Differences 四年级语文

27 Rural-Urban Differences 四年级语文

28 Rural-Urban Differences 四年级语文

29 Differences among Counties 表现最好区县水平 Ⅰ 的比例为 1.1% 表现最差区县水平 Ⅰ 的比例为 88.4% 县 13 县 24 县 46 县 18 县 11 县 23 县 20 县 22 县 27 县 49 县 19 县 32 县 36 县 37 县 44 县 38 县 43 0% 20% 40% 60% 80% 100% 水平 I

30 Differences among Counties 表现最好区县水平 Ⅳ 的比例为 78.1% 表现最差区县水平 Ⅳ 的比例为 2.1% 县 13 县 24 县 46 县 18 县 11 县 23 县 20 县 22 县 27 县 49 县 19 县 32 县 36 县 37 县 44 县 38 县 43 0% 20% 40% 60% 80% 100%

31 Differences among Counties 最低区县, 水平 Ⅰ 的比例为 1.1% 最高区县, 水平 Ⅰ 的比例为 88.4% 县 13 县 24 县 46 县 18 县 11 县 23 县 20 县 22 县 27 县 49 县 19 县 32 县 36 县 37 县 44 县 38 县 43 0% 20% 40% 60% 80% 100%

32 Decomposition of Achievement Variation 四年级数学成绩差异的分解八年级数学成绩差异的分解学生 61% 学校 12% 区县 27% 学生 64% 区县 24% 学校 12%

33 Sleeping Hours per day Percentages 4 th Grade < % 8 th Grade < %

34 Percentages of 8 th grade students in Conducting experiments

35 Curriculum difficulty 我国要求教学的知识点数量远多于 TIMSS 高成就国家 ( 如日本新加坡等 ) 小学 1-3 年级我国要求教学知识点 18 个, TIMSS 高成就国家要求 7 个

36 Thank you! 3

A Study of the Japanese Teacher Education Reform Szu-Wei Yang President of national Taichung University Sheng-Hsien Chen Doctor Candidate, Department

A Study of the Japanese Teacher Education Reform Szu-Wei Yang President of national Taichung University Sheng-Hsien Chen Doctor Candidate, Department 日本教師教育改革之研究楊思偉臺教育大校長陳盛賢臺灣師範大教育系博士候選江志正臺教育大教育系副教授摘要進入 21 世紀的今日, 日本教師教育政策面臨最重大的挑戰而其主要理由不僅是因為教育荒廢而已, 更因為在高度經濟