A Comparative Study on Educational Inspectorate Evaluation Indicator Systems in Four Countries

• In Event: Roundtable Session (Tuesday I)
  In Refereed Round-Table Session: Role of comparative studies in education policy

Proposal

A Comparative Study on Educational Inspectorate Evaluation Indicator Systems in Four Countries

Hechuan Sun; Lu Wang; Xiaodong Wang; Yang Wang; Wenzhao Liu

Shenyang Normal University, Shenyang, 110034, China

Effective educational inspection plays an important role in the process for enhancing quality as well as equity. However, an effective educational inspection cannot exist without a scientific, well-designed, applicable evaluation indicator system to assess the quality and effectiveness of schools, teachers and students at different levels. This study has compared the educational inspectorate evaluation indicator systems in the UK, the Netherlands, Singapore and China. It aims to find out what similarities or differences, strong points or weak points within the inspectorate evaluation indicator systems of these four countries, so as to improve the inspectorate evaluation indicator system in mainland China. This study belongs to an important national educational research project in China (BDA150022). It consists of five parts. In the introduction part, it explains the purpose and the context of this study and the reasons for choosing the inspectorate evaluation indicator systems of the UK, the Netherlands, Singapore and China for comparison. Part II carries on the literature review. In order to build up a theoretical framework for comparing and analyzing the inspectorate evaluation indicator systems of these four countries, this part has carefully and critically reviewed the related theories such as educational inspection, educational assessment, school effectiveness, school improvement, Tyler’s goal-based evaluation model and his 6-Principles for designing evaluation indicators, Stuffle Beam’s CIPP model, value-added assessment model, etc. In Part III, content-analysis and comparative analysis methods are used for comparing the inspectorate evaluation indicator systems of these four countries. Meanwhile, questionnaires with a 5-point scale format for each country have been developed. The scale ranks from 1 (not important at all) to 5 (very important). The respondents are randomly selected, having taken considerations of the balance between the male and the female, the urban schools and the rural schools, the primary schools and the secondary schools, the inspectors and the experts at different levels, and the LEAs. In total, 2804 questionnaire copies have been distributed to 16 areas (north, south, east, west) of Liaoning Province in order to know whether the inspectorate evaluation indicators of the UK, the Netherlands and Singapore are applicable in Chinese schools, Chinese inspection and Chinese context. In Part IV, research approaches, such as comparative analysis, factor analysis, reliability analysis, SPSS, Excel statistical package, have been used for analyzing the responded data. Based on the results of the analysis, 90% of the evaluation indicators of the three countries are considered applicable to Chinese schools, Chinese inspection and Chinese context. They have very strong value for China to revise or to improve its educational inspectorate evaluation indicator system. Part V summarizes the findings from the comparison of the educational inspectorate evaluation indicator systems of the UK, the Netherlands, Singapore and China. They will be presented at the CIES 2019 in San Francisco of USA.

Acknowledgment
This research was funded by China National Educational Science Funds (BDA150022).

Authors

• Hechuan SUN, Chair Professor of Shenyang Normal University, China, Expert of China National Inspectorate in Education

• Lu Wang, Institute of International and Comparative Education, Beijing Normal University

• Xiaodong Wang, Beijing Institute of Technology

• Yang Wang, Shenyang Agriculture University

• Wenzhao Liu, East Institute