A Study Of The Plight And Measures Of The Morality Assessment Of College Students

The morality assessment of college students is the important part of the ideological and political education assessment of college students. For seek of the richness of connotation and denotation of morality and the long-periodicity and multi-angles of morality education process, the variables of morality assessment become complicated, the process complex, and the efficiency uncontrollable. For these reasons, it has become the weakest and easily formalized segment. Accordingly, the execution of the assessment meets many difficulties. Although the researches of the ideological and political assessment at home and abroad have achieved a lot, the majority concentrates on the analysis of concrete assessment methods instead of the exploration on how to direct the assessment and to construct it in the whole. Based upon the above consideration, and through the analysis of the nature and its plight of the morality assessment of college students, this thesis concentrates on the research of the strategies helping it to get rid of the plight.Introduction firstly gives the research values from the perspectives of theory and practice, then the previous researches on the define of morality assessment, the assessment of plight and measures, followed by the research process and methods.The first part is about the morality assessment of college students. Through the analysis of its definition, and the comparison of the morality education assessment and the morality assessment, the author of this thesis thinks, the morality assessment of college students is the evaluation, comparison and calculation of various factors influencing the students' morality by the assessment executor with reference of certain morality standards or criteria. Moreover, it is crucial to measure the quality of morality education in the universities or colleges, and deserves our special attentions. In the process of morality education, the morality assessment has four functions, i.e. judgment, feedback, calculation and guidance. Traditional assessment emphasizes the judgment, while ignores the other three functions. Obviously, this is unreasonable. Carrying out moral assessment is beneficial for the objective assessment of the students' morality situation, for the improvement of students' morality and quality, for the scientific and systematic execution of morality education in universities and colleges.The second part states the plight that the morality assessment of college students falls in for a long time. For one hand, the composition of morality is complicated, and the students' morality may be unstable and uncontrollable, apt to be influenced by personal emotions. For another hand, the traditional morality education goals have some passive influences. It is common to emphasize students' minds, but ignore their hands. Thus, morality education and assessment are separated with students' daily life ,and the channels of students' morality development are blocked. Moreover, there are many problems existing in the execution of assessment. For example, the contradiction between the static assessment criteria and dynamic objects, the contradiction between authoritative and democratic identities of assessors, the problem of quantization of assessment norms.The third part is the conclusion. According to contemporary education assessment development, the author of this paper thinks, the morality assessment of college students should reform the ideas about guiding morality assessment, and seek for the methods and measures that could solve the existing problems with three fulcra of (a) improving students' comprehensive qualities, (b) enhancing the subjective status of students, (c) transforming the morality assessment standards into students' behaviors. The concrete measures are as follows: re-construct the goals of morality education; construct the system of the morality assessment according with the comprehensive development of college students' qualities; construct the assessment mechanism promoting the continuous development of college students' qualities; emphasize students' self-appraisal assessment and students' individual responses; establish the harmonious relationship between the assessors and the assessed; combine morality assessment with students' lessons; realize the subjects and the means of assessment poly-faceted; guarantee the similarity of assessment contents and standards.