Vocational Students Vocational Core Literacy Assessment And Standards System Construction Research

Currently the evaluation of vocational students’professional attainment is facing new challenges. Based on the demands of the business and the needs of secondary vocational students’ sustainable development, it is of great necessity to construct an evaluation standard system for secondary vocational students’ professional core attainment to be in line with the development objective of social economy to train applied and skilled talents with high quality. This is also in accordance with the spirit of value concepts and standard innovation to construct a new student evaluation system in vocational education. First of all, an inspection and reflection of the current situation should be undertaken. Based on the survey and the analysis of the alignment of the current situation of student professional attainment evaluation and the talent training needs of the business, the value differences between the ability-based and the attainment-based vocational students’ professional attainment evaluation and standard lie in the attention paid to the instrumentality rather than aim, to the individual knowledge and the skill tests rather than other attainment evaluation, to the absolute standard rather than the relative standard, and to identity rather than diversity. It reveals the conflicts between the gospel of efficiency and erudition, management values and development values, scientific values and humanistic values, unitary values and multi-values. The vocational education student evaluation concepts went through the stages from supremacy of knowledge, supremacy of skills to supremacy of abilities, in which the competence-based education was misinterpreted as skill-based, knowledge-skill-based or practical-ability-based education, which were different versions of the knowledge-based education. In the light of the reflection of the current problems, the construction of secondary vocational students’professional attainment evaluation and standard system should be in accordance with the appeal of student evaluation, the objective of professional attainment evaluation standard, the multi-intelligence and the development attainment evaluation standard. Secondly, a rational analysis of the basis, principles and the structure model should be conducted. On one hand, the construction of secondary vocational students’professional attainment evaluation and standard system should be based on the overall development theory of Marxism, the values of existential philosophy, the developmental student evaluation theory, the quality theory, the new educational objective classifying theory, the multi-intelligence theory and modern statistical theory; on the other hand, it should also be based on the vocational schools’ training objectives according to the national policies and the actual needs of the business, in order to design the secondary vocational students’ professional attainment evaluation standard system scientifically and effectively. The relationships including the ones between objective index and subjective index, qualitative index and quantitative index, static index and dynamic index, accurate index and vague index should be well dealt with, along with the vocational students’ professional attainment evaluation objectives, and the practical experience of the present domestic and overseas students’evaluation standard construction, the innovation of evaluation theories, and the developmental evaluation guidance principle. Moreover, the logic structure and content structure of secondary vocational students’professional attainment should be analyzed scientifically, with the proposal of a rational model. Thirdly, the practical thinking, application procedures, methods and strategies of secondary vocational students’professional core attainment evaluation and standard system construction should be designed scientifically, including the setting and screening of evaluation indexes, the weight value calculation and revision, the setting and screening of evaluation standard. This thesis used the development of social beings to professional beings as the principle line, followed the scientific and ordered design programs and procedures, adopted the Delphi method, applied the basic elemental structure model and a survey to design the professional attainment evaluation system structure chart based on the needs of the business and the individual development of secondary vocational students, and set up professional ideal attainment, professional personality attainment, professional awareness attainment and professional ability attainment as the first-class indexes. Then, the Delphi method was again applied to refine the first-class evaluation indexes and set up the second-class indexes with the expert consultation questionnaire for further screening, revision and confirmation. Based on the results, AHP (analytic hierarchy process) was adopted to construct the weight index system for secondary vocational students’ professional core attainment evaluation. Due to the complicated calculation of weight index matrix, the advanced Yaaph7.5AHP software was adopted to deal with the data, which provided help with the model construction, logic calculation and statistic analysis for the index system. Finally, with the assistance of expert consultation screening method, the second-class evaluation indexes were further refined to set up the third-class evaluation indexes. An assessment and validation for the effectiveness and credibility of secondary vocational students’ professional core attainment evaluation standard system were undertaken. The implementation of developmental student evaluation includes the evaluation of the implementation plan, evaluation methods, the collection and process of evaluation information, the analysis and strategies of evaluation results. They have been applied by three secondary vocational schools in Jiangsu Province as pilot evaluation, specially developed the computer software and undertook the survey and statistic analysis for the actual pilot evaluation results. The evaluation standard system developed by this research can not only meet the employment demands, but also stimulate and promote the sustainable development of secondary vocational students’ professional attainment. To summarize, the construction of secondary vocational students’ professional core attainment evaluation and standard must provide value concept basis for professional attainment evaluation by consultative value selection, must take the road of pluralistic harmony and adhere to the developmental student evaluation concept, which is in line with the trend of world’s education evaluation reform.