Research Of Overall Quality Evaluation Questions In National Entrance Examination

Under the planned economic system, our country implemented a unifiedexamination and a unified enrollment pattern, taking the candidates’ examinationresults as the standard. This mode commanded the primary and secondary schoolscontinuing to strengthen the examination-oriented education, training the talents lackof innovative spirit and practical ability. To reverse this situation, our country adoptedthe "Basic Education Curriculum Reform.", aimed at deepening the reform of basiceducation and the full implementation of the Quality Education. Evaluation system isalso unveiled compatible with the concept of the new curriculum, especially increasingthe overall quality evaluation of students and gradually incorporating into the collegeadmission. However, currently comprehensive quality evaluation that the secondaryschool organizations exists in name only, with no substantially linked to the collegeadmission. The Long-term Education Reform and Development Plan points that thegeneral idea of the reform of college entrance is a classification test, overall evaluationand multiple admissions. This indicates that reforms and practices through a"comprehensive evaluation”, guiding primary and secondary schools to implement thequality education into practice. Therefore, to carry out the entrance examination of theoverall quality of evaluation research has a very important practical significance andvalue.Implementation of comprehensive quality evaluation is a call of the times and alsohas sufficient theoretical basis, including the constructivist theory, multipleintelligences theory, and Marxism on the people’s comprehensive development ofdoctrine. Constructivism and multiple intelligences theory are important theoreticalbasis of the new curriculum. The aspects of curriculum objectives, curriculum structure,curriculum standards, teaching process, and curriculum evaluation are fully embodiedin the guiding ideology of constructivism and multiple intelligences. Marxism on thecomprehensive development of doctrine has been the guiding ideology since thefounding of our country, it requires the students full and harmonious developmentincluded physically integrated quality. The Ministry of Education actively promote the reform of primary and secondary evaluation and examination system points that theoverall quality of students includes six aspects of moral character, civic literacy,learning ability, communication and cooperation, sports and health, aesthetics andperformance, this is the implementation of the comprehensive development of thetheory, but also the specific provisions of the overall quality evaluation of content.To develop the scientific and rational comprehensive quality assessment program,in this paper, the writer chooses three provinces as comparative study object thatrepresent the eastern, central and western situation,they are jiangsu, henan and ningxia.From the guiding ideology, guiding principle, evaluation content and standard,organizing and security system dimension, the writer takes the high school students’comprehensive quality evaluation of three provinces’ for text analysis, founding thatthey have these common points: the objective of evaluation is to reform the evaluationand examination system of primary and secondary schools, realizing the integration ofquality education, the new curriculum reform and the evaluation. Guidelinesemphasize the guide of students comprehensive and personality development. They arerequired to follow the guidance, operability, fairness and developmental principle. Thecontent and standards of assessment take the basic development goals of education onthe positive test and evaluation system of middle and primary school reforms, and soon. The common advantages include that emphasizing on diversification, especiallyoutstanding student’s main body status; comprehensive evaluation content covers thestudents’ comprehensive quality. The disadvantages include that the behavior of theevaluation scheme in expression is not in the position, the function expression of theevaluation of main body is not in position, and evaluation activity is not producingoriented functions.From China’s national conditions analysis, the overall quality appraisals into theuniversity entrance exam admission restricted by many kinds of factors: Social creditmechanism is not sound restricting the overall quality appraisal system’s establishmentand implementation, the overall quality appraisal itself is not perfect to restrict theirnormal operation, the traditional education evaluation paradigm still restricts thedevelopment of comprehensive quality evaluation. To realize comprehensive qualityevaluation result hook to the university entrance exam, we must break above restrictingfactors. As a result, the overall quality appraisal of the reliability and validity are to be improved.Referring to the comprehensive quality evaluation plan and the implementationof the problems, and foreign implementation experience of overall quality appraisal,this paper describes that we should further perfect the subject of evaluation content,evaluation and assessment methods and the use of the evaluation results. The ministryof education about "basic development goals" has regulated the definition of theoverall quality appraisal content; in the future we should pay attention to the statementof completion, standardization and legalization. The key of evaluation of the mainbody is to further make clear every evaluation body’s role and rule reasonablecomposition of every evaluation body. In evaluation method, we should set upreasonable marking and make sure ratings and rating description, each rank has itstypical key words, and we also should design the corresponding appropriate case. Thekey of using evaluation results is to hook the university admission, and the resultshould occupy a certain proportion. Only in this way, we can really lead the middle andprimary schools to really implement comprehensive quality.