Study On Implementation Of Senior High School Students’ Comprehensive Quality Assessment

Comprehensive quality assessment is an important part in middle school education reform and the reform of college entrance examination,which is helpful to the development of individuals and the selection of talents.The implementation of comprehensive quality evaluation of middle school students,is the inevitable requirement to promote a new round of basic education curriculum reform,and standardize and improve the evaluation,which may promote the attainment of middle school education goals and plays the decisive role in growing advanced evaluation ideals,policy and system.Comprehensive quality evaluation is based on students’ participation in various classroom activities and extracurricular activities,the key part of which comes from student’s self-evaluation.Students take part in the activities and record the process and the results that are analyzed and evaluated from the aspects of moral,intellectual and physical quality development.The fundamental purpose of comprehensive quality evaluation is to promote the development of students’individual comprehensive development.Judging from its connotation,it is an evaluation to facilitate development,a multi-subject evaluation with self-rating and others’ rating combined,a realistic evaluation based on record,and a whole evaluation with formative evaluation and summative evaluation combined.The course of its development has gone through the bud stage(1999-2003 years),the exploring stage(2004-2013 years),and the stage of standardization and perfection(since 2014),in which the core idea of promoting the development of students,and the cultivation of students’ personality in each stage is a consistent policy.However,the expected goal of promoting comprehensive and personalized development of students is far from being achieved.Since the issue of "the Ministry of education on strengthening and improving the comprehensive quality evaluation of general high school students" in 2014,the implementation of comprehensive quality evaluation has come into a new era of standardization and perfection.To realize the educational function of comprehensive quality evaluation will be its core task in senior high schools.To analyze the current situation,existing problems and reasons is the starting point of the research on the implementation of comprehensive quality evaluation of senior high school students.The implementation of its status quo is collected through literatures,case text analysis,questionnaires,interviews and surveys.From the whole point of view,the implementation of comprehensive quality evaluation has accumulated a lot of experience and it is playing an important role in the growth and change of high school students as well as the transformation of teachers.However,there are many problems with it.Schools have single objective to prepare students for enrollment services,and the implementation process is rather simple,as it is equivalent to the quantitative score,and rating and writing reviews to fill out the form and comments.Students collect and write the growth record book,develop and finish the tasks on the electronic platform.Students’ self-evaluation is not valued and their self-evaluation ability is insufficient.There is less realistic evaluation and insufficient exchange in teachers’ and students’ evaluation.There is also deviation in the use of results of the comprehensive quality evaluation.The main reason lies in the shallow theoretical research,fractional equity theory,selection evaluation view under the influence of traditional ideas,the internal and external social environment constraints and the objective evaluation mode etc..Based on the research and analysis,we believe that the core problem of the implementation of the comprehensive quality evaluation is the understanding and the implementation process in the operation of the program design.Therefore,we try to clarify the theoretical basis of the comprehensive quality evaluation of the middle schools,learn from the practical experience of some schools in their implementation,and build a comprehensive quality evaluation model.The theoretical basis of the implementation of the comprehensive quality evaluation of senior high schools is mainly the theory of subjectivity development and the developmental evaluation theory,which provides a philosophical and educational evaluation basis for its implementation.The theory of subjectivity development emphasizes that the essential attribute of human is the subjectivity.Promoting the development of the subjectivity is the pursuit of the all-round and individual development,and the basis of the development of the subjectivity is the practical activity.To promote the development of people’s subjectivity is the purpose of the implementation of comprehensive quality evaluation,the process,the presence and the use of which should fully exert the subjectivity of students.Developmental evaluation theory emphasizes that the purpose of students assessment is to to promote the development of people.We should focus on the process of evaluation,respecting differences,pay attention to individual evaluation,emphasis on participation,cooperation and dialogue in the process of evaluation.Based on the theory of developmental evaluation,the overall quality appraisal purpose should reflect the development,the evaluation process should be emphasised on participatory,the evaluation result shoule be pointed to the personality development as well.The implementation of comprehensive quality evaluation should pay attention to students’ subjectivity and development,and the evaluation purpose,focus and means should display the spirit of the theory of subjectivity development and of the developmental education evaluation.The practices in some model schools and support of policies have laid the practical foundation for the construction of comprehensive quality evaluation model.Subsequently,a high school is selected to apply the "3R"Model in the implementation of the comprehensive quality evaluation.Case study of the application of "3R"model has made some achievements,although there are some problems.It also motivates us to further explore the difficulties with the comprehensive quality evaluation in junior and senior high schools,namely the design problems with operation procedure,the enthusiasm of the subjects,the internal power problems and how to keep the balance between with the implementation of comprehensive quality evaluation and the achievement of learning.Thus,the 3R Model(the Record-Response-Reflect Model,namely realistic evaluation-exchan ge-reflection of the implementation of comprehensive quality model,referred to as 3R Model)is constructed to replace existing comprehensive quality target evaluation mode in senior high school s.The implementation of the "3R"Model of comprehensive quality evaluation has "student growth"as the center,which is also itspurpose,and "realistic,exchange,reflection" as the three core el ements,which are closely related,reflecting the core idea of the comprehensive quality evaluation and value pursuit.The operating procedures of the "3R" Model is activity record→display and co mmunication→reflection and summary→evaluation result use,which is the core of the model.It is to replace the operating procedure of comprehensive quailty target mode:contents and index de composition→rating and comprehensive evaluation→grade evaluation results and its use.The imple mentation of the comprehensive quality evaluation in the case study also reveals many deep proble ms,which reflects the conflict between the exam-oriented education and quality education and the conflicts between system logic and action logic.The optimization strategy of senior high school students’ comprehensive quality evaluation implementation is finally put forward:to strengthen the guidance of theory to practice,to reform education ideas,to substitute quality education system logic for the examination-oriented education logic,to offer a good system design,to combine the comprehensive quality evaluation with daily school teaching together,to adhere to the implementation of comprehensive quality evaluation and to keep the comprehensive quality evaluation results in good use in colleges and universities etc..Effective implementation of the comprehensive quality evaluation will help achieve educational functions and guide the healthy development of high school education,and enrich the theory and practice of student evaluation in China.