In today’s era of rapid development of science and technology, organizations are confronted with unprecedented opportunities and challenges. Employee innovative behavior has become the key element to promote organizational innovation and achieve sustainable competitive advantages. This study examines the relationship between organizational innovation climate and employee innovative behavior by focusing on the mediating role of psychological ownership and the moderating role of task interdependence. The survey data were collected from the matched samples of 326 employees and their direct supervisors from 13 enterprises in Guangdong Province, China. The results indicate that organizational innovation climate is positively related to employee innovative behavior and that psychological ownership plays a fully mediating role between them. For the moderating effects, task interdependence positively moderates the relationship between organizational innovation climate and employees’ psychological ownership. The results also reveal an indirect effect of organizational innovation climate on employee innovative behavior through psychological ownership. Theoretical and practical implications are also discussed.

The main problem of the educational evaluation validity is that it just copies the conceptual framework system of validity from educational measurement to its own conceptual system. The validity conceptual system that fits the need of theory and practice of educational evaluation has not been established yet. According to the inherent attributive character of educational evaluation, this paper constructs eight concepts of validity in educational evaluation: objective validity, construct validity, content validity, cross validity, subject validity, process validity, function validity and result validity, and elaborates its basis and connotation.

Through literature review, interviews and open questionnaires, we develop a Middle School Principals' Moral Leadership Scale (SPMLS) which suits the Chinese cultural background. Exploratory Factor Analysis (EFA) of a sample of 92 valid questionnaires shows that the moral leadership of middle school principals takes on a clear five-dimensioned model with factors named Fairness and Justice, Interpersonal Care, Integrity and Commitment, Virtue Cultivation, and Reflective Practice. To further verify the reliability and the validity of this scale, Confirmatory Factor Analysis (CFA) is carried out on another sample of 376 valid questionnaires, and the results confirm the rationality of the five-dimensioned model and the good reliability and validity of the scale.

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The evaluation of moral development of junior high school students is an evaluation of the effectiveness of junior high school students' moral development. For a long time, due to schools' emphasis on "intellectual education" and neglect of "moral education", the moral development of junior high school students has not been paid attention to, which is contrary to the educational goal of cultivating well-rounded people. Based on the background of students' comprehensive development and value-added evaluation, this research focuses on the evaluation of moral development of junior high school students by using NVivo for three-level coding. By doing so, 3 first-level indicators, 11 secondlevel indicators, and 27 third-level indicators are obtained. The evaluation index system of moral development of junior high school students is constructed. Three first-level including Ideals and Beliefs, Social Responsibility, Manners and Behaviors and 11 second-level indicators are interpreted. Finally, a value-added evaluation plan to explore the moral progress of junior high school students such as establishing students' moral development portfolios, is proposed, in order to provide reference for the construction of evaluation index system of moral development of junior high school students.