通过四所个案学校的实践历程发现,发展性学校评价在我国的实施具有一定的可行性,但仍存在一些问题和不足。具体表现在:政府督导室的支持和外部评价组的权威性有助于发展性学校评价的实施,但大部分学校自身参评的动力并不是很强;大多数学校均能组成自评小组,开发自评工具,进行自我评价,并形成了内容相对丰富的自评报告,但自评人员的参与面较窄,自评报告的“迎评化”色彩较浓,大多数教师和校长亦缺乏相应的评价知识和技能;外部评价组的专业性和投入度有力地保障了外评的效果,但也存在着评价时间较短、评价过程过于紧凑、评价队伍的构成不够多元等问题。 Through the practice of four case schools, it is found that the implementation of developmental school evaluation in our country is feasible, but there are still some problems and deficiencies. This is reflected in the fact that the support of the government supervisory offices and the authority of the external evaluation team are conducive to the implementation of the developmental school evaluation. However, most of the schools themselves are not motivated to participate in the evaluation. Most schools can form self-assessment groups to develop Self-assessment tools, self-evaluation, and the formation of a relatively rich self-assessment report, but the self-assessment of personnel to participate in a more narrow self-assessment report of the “welcome comments” color thicker, most teachers and principals also Lack of corresponding evaluation knowledge and skills; the professionalism and input of the external evaluation team effectively guarantee the effectiveness of the external evaluation, but there are also problems such as short evaluation time, too tight evaluation process and insufficient composition of the evaluation team.