A Study On The Educational Evaluation Based On Value Esteem And Value Identity

The educational evaluation has served as an important media of carrying forward our country's educational reform and development since this concept was gradually introduced in the early 1980s. However, when looking at educational evaluation in the international context of globalization, in the domestic context of building a socialist harmonious society and in the school context of reforming school education and teaching, we find that educational evaluation has always been in an awkward dilemma of constantly reinforcing its "importance" and constantly criticizing its "trouble". The appearance of value conflict and people's pursuit of value identity, the importance of esteem for value and people's longing for esteem in their real life, and the ever-strengthening external instrumentality of educational evaluation and essential demand of its internal rationality, all this urges us to have a profound consideration of our attitudes towards value and educational evaluation.The theoretical presupposition to construct "the educational evaluation based on value esteem and value identity" is to elaborate such concepts as value, esteem, identity, value esteem and value identity. In the first chapter this paper expounds backgrounds of the theme and its major content, structure and methodology, and makes a review of relevant research bibliography. And in the second chapter three essential concepts, namely, value, esteem and identity, are elaborated. According to various definitions of value and a multi-value theory, the properties, classifications and layers of value are analyzed so as to seek the grounds of the value theory for value esteem and value identity; meanwhile, based on a multi-dimensional philosophical and sociological survey of concepts of esteem and identity, their definitions are made. "Esteem" is a feeling and attitude of paying attention to oneself and others, and "cognitive identity" is an individual's or group's mental process of tending to reach identity with their objects.Then in the third chapter this paper links the three fundamental concepts with people's evaluation activities. In the course of evaluation the core of esteem is the esteem for value, and the essence of identity is the identity with value. Accordingly, "value esteem" is referred to a feeling and attitude of an evaluational subject's paying attention to the self's and other sides' value selection, and "value identity" to an individual's or group's mental process of tending towards identity with their objects in the value orientation. The "educational evaluation" based on value esteem and value identity is meant that on the basis of discovering value facts relating to educational evaluation objects, the educational evaluation subject adopts a stand of value esteem and carries out value guidance in accordance with social dominant value facts so as to reach value identity and realize appreciation of educational value.In order to further elaborate logical rationality and historical-realistic necessity of the statement that educational evaluation should be based on value esteem and value identity, this paper makes a study of the development history of educational evaluation in a perspective of philosophical history in its fourth chapter, analyzing some value orientations such as subjectivistic, objectivistic, scientistic and value pluralistic in the history of educational evaluation. And in the fifth chapter this paper makes an analysis of value orientations in current China as to some problems in theoretical studies and practices of Chinese educational evaluation. Through such a historical, realistic, internal and essential analysis, the statement's logical rationality and historical-realistic necessity are further expounded.Based on basically completing a theoretical construction and demonstration of the argument of educational evaluation based on value esteem and value identity, this paper puts forward some key ideas, inherent requirements and essential principles concerning the conception of evaluation in its sixth chapter. According to such a conception's key ideas, the educational value is a union of one dimension and many-sided dimensions; only if esteem is held on the point of value, can it mean a true esteem for a person and reach value identity in a true sense; only a kind of "esteemful" evaluation can promote evaluational objects' sentimental development; value identity is a concept with progressive character. Such a conception is imbued with built-in values, morals and psychological requirements, and sticks to three fundamental principles of subjectivity, objectivity and process.Finally, this paper regards the educational evaluation based on value esteem and value identity as a professional evaluation activity, which aims at putting forth professional evaluation suggestions on evaluation activities. Some major features of a professional evaluation activity and primary characteristics of a professional evaluation suggestion are elaborated in the seventh chapter. Consequently, four professional suggestions on the educational evaluation subject are advanced. That is, it should be good at listening attentively to the assessed's needs and wishes, get through value orientations behind the assessed, help the assessed to judge of identity between wish and value orientation, and put forward professional suggestions on the basis of identical analysis. So far as the evaluation object is concerned, it should come to learn self-analysis on the basis of self-esteem, learn self-control on the basis of reflection, and enhance team consciousness on the basis of esteeming others. And as to the two parties of evaluation, they both should esteem for each other. Only in this way they can construct meanings of an evaluation activity, gain the other party's esteem, and reach identity.This paper strives to construct a theory of "educational evaluation based on value esteem and value identity" on the basis of continuous reflections on the traditional theory and practice of educational evaluation and constant quest for the objective of educational evaluation. As a result, this paper's primary characteristics are as follows. First, its originality lies in putting forth and expounding a value stand of value esteem and value identity that should be adopted by educational evaluation. Second, its preliminary theoretical construction of "the educational evaluation based on value esteem and value identity", including a further understanding of the concept of educational evaluation and its essential ideas, inherent requirements and basic principles, is also considerably original. Third, some relevant expositions on the argument and the theory of evaluation are rarely found in others' studies of similar topics. Fourth, so far as its train of thought is concerned, this paper combines the general expounding way of "from up to down" with the way of "from down to up" considerably well.This paper attempts to improve our country's practice of all-round-education evaluation through its theoretical innovations on educational evaluation.