Students' Emotional Intelligence Evaluation Theory

As a new assessment concept, the assessment of students' emotional intelligence derives from students' need of individual development. The assessment of student's emotional intelligence is based on daily life and points out that education and education assessment must be based on daily life. According to the problems of daily life we can raise the purpose and value of education and education assessment. The assessment also points out that it is very important for school education to develop the of students' emotional intelligence because emotional intelligence is the result of expanding intelligence's connotation and extension. Therefore, the assessment of students' emotional intelligence does not belong to psychological assessment but to educational assessment. Being based on the unity of judging on fact and judging on value, the assessment of students' emotional intelligence persists in the unity of the education of students' emotional intelligence and the assessment of student's emotional intelligence, persists in the unity of individual value and social value, and persists in the unity of science culture and arts culture.The raising of this kind of concept does not come from a new domain. In fact, the concept is rarely concerned by people. People pays little attention to the assessment of students' emotional intelligence, which originates from the popularity of rationalism education and the favoritism of science of traditional education assessment. At the same time, the research of the assessment of students' emotional intelligence is only concentrates on in psychology domain. And in education assessment domain there is less intensive research on the assessment of student's emotional intelligence. All the problems make it insufficient to examine the assessment of students' emotional intelligence. Moreover, according to the needs of the development of students' emotional intelligence, the future society and the world's education, we find that it is necessary for insisting on the necessity of the assessment of students' emotional intelligence.From the analysis and comparison above, and combining present development of education assessment theory, we think of the assessment of students' emotional intelligence as an activity of education assessment and discuss the theory of assessment of student's emotional intelligence. We emphasize that we should regard the subject's characteristics, the development characteristics, the variationcharacteristics and the feedback characteristics as assessment principle of student's emotional intelligence. We advocate three aspects as assessment contents which include students' ability of sensation, experience, expression, assessment, adjustment and control to ego emotion, students' ability of sensation, assessment to others people's emotion and social relationship. We approve that the requirement of value subject is the substance of assessment standard of emotional intelligence. We agree to the diversity of standard of emotional intelligence, and the assessment standard of student's emotional intelligence shifts from predetermination to being formed. We also cherish the necessity of the diversity of assessment subject of student's emotion intelligence, each other's comprehension and conversation of assessment subject of student's emotional intelligence and the necessity of open and thought. Finally, we suggest that we should employ this kind of assessment tactics of students' emotional intelligence which is expressed by written language, by oral language and by action observation.