On the other hand, in China, the current school evaluation has gradually developed with the reform and opening up. From the date of its emergence to the present, it is basically an administrative-led behavior, which is mainly implemented by educational administrative departments and supervision institutions in accordance with certain educational standards and combined with school self-evaluation. This kind of evaluation has a strong appraisal nature, and the evaluation results are very interesting, which always shows a tendency to standardize and constrain school-running behavior. In the reality that the material conditions for school development and the level of running schools are not high and the quality of running schools is uneven, this evaluation has played a positive role in supervising the government's investment in education and promoting the standardization and standardization of schools. However, due to its strong administrative color, single evaluation subject and lack of effective supervision in the evaluation process, its objectivity is questioned and it is difficult to gain social recognition. For schools, compulsory appraisal from outside is an external interference, and school organizations often have strong resistance and resistance, so it is difficult to win the recognition of teachers, students and employees. Therefore, there is an embarrassing situation that "quality education is vigorous and exam-oriented education is impregnable". According to the survey conducted by the research group "Construction and Experiment of Developmental School Evaluation System in Ordinary Senior High Schools" of the Ministry of Education, 98.2% of the respondents think that school evaluation plays an important role in school development, but when asked about their overall feelings about the current school evaluation work, only 12.6% people choose "relatively satisfied", while those who choose "very satisfied" do not, and choose "average" and "not very satisfied". It can be seen from this set of data that people's satisfaction with the current situation of school evaluation is in sharp contrast with the overall expectation. This abnormal development of school evaluation fundamentally hinders the development of school education. Without fundamentally changing this situation, school evaluation can hardly play a positive role in promoting it.
In order to change the above situation and promote the healthy development of schools and the continuous improvement of the quality of education, 1999 "Decision of the State Council, the Central Committee of the Communist Party of China on Deepening Education Reform and Promoting Quality Education in an All-round Way" proposes to "establish an evaluation mechanism that meets the requirements of quality education and promotes the development of schools, teachers and students". In September 2002, the Ministry of Education issued "Guiding Opinions on the Reform of Evaluation and Examination System in Primary and Secondary Schools (Discussion Draft)", which clearly pointed out that the purpose of evaluation in primary and secondary schools is to promote the growth of students, improve the teaching level of teachers and the development of schools, and make the evaluation process a process of promoting development and improvement. In 2003, "Ordinary Senior High School Curriculum Plan (Experiment)" further emphasized the need to establish a developmental evaluation system and strengthen the quality control of senior high school education. As can be seen from the above provisions, school evaluation aimed at promoting development has been regarded as a clear policy statement.
Corresponding to these educational policies, in the 1990s, some exploration of school evaluation reform appeared in some areas of China. For example, 1999, the "Developmental Education Supervision" project undertaken by the Education Supervision Office of Shanghai Municipal People's Government; In 2003, the Ministry of Education organized the research project "Construction and Experiment of Evaluation System for Developmental Schools in Ordinary Senior High Schools". In 2004, Peking University Institute of Education cooperated with Cambridge Education Group to carry out the project of "Developmental Evaluation of School Performance", and so on. These projects aim to gradually establish an open developmental school evaluation system that combines government guidance, social participation and independent development of schools, form an interactive mechanism that combines school self-evaluation with external evaluation, guide and promote the sustainable development of schools, and create a good environment for teachers' professional growth and students' all-round development and personality development. Judging from the evolution and development history of school evaluation abroad, the reform of school evaluation in almost all countries is in the contradictory movement of government control and school autonomy, centralization and decentralization. The process of building an open and developed school evaluation system is also a process of readjusting the relationship among schools, governments and markets.
To build an open evaluation system for developmental schools is to establish corresponding evaluation subjects according to the diversified interests of modern education development, thus changing the single structure of government evaluation subjects and forming a dynamic mechanism for schools to actively participate in evaluation. Judging from the great changes in the internal system of modern education and the extensive and close relationship between basic education and society, the government, market, parents, teachers and students have all become stakeholders in school evaluation to some extent. Because of different location, information and resources, each evaluation subject has different interests, evaluation standards, evaluation techniques and methods. Foreign experience has proved that a complete modern education quality monitoring and evaluation system should include at least three levels: first, the self-evaluation and monitoring system within the school pays attention to the quality monitoring and ability formation in its own development process, and pays attention to solving problems and achieving goals; Second, the official and semi-official professional authority evaluation system, including government supervision, administrative inspection and intermediary institutions recognized by the government, mainly composed of professionals, taking into account process monitoring and result evaluation; The third is a purely non-governmental evaluation system, which pays attention to the evaluation of results and the satisfaction of society with education. These three types and three levels of evaluation methods complement and promote each other, forming an open school evaluation system.