The Ideal And Reality Of Students' Comprehensive Quality Assessment In High School

With the launch of a new round of exam admission system reform,high school students' comprehensive quality assessment,an education policy to implement quality education and promote scientific selection in colleges has gradually entered a new era of standardization and improvement.In order to further improve and enhance the quality of the comprehensive quality assessment of high school students',we must intensify efforts to explore the theory and practice of comprehensive quality assessment at the school level.Through the analysis of the theoretical research results and policy requirements of high school students' comprehensive quality assessment,combined with the investigation and study of D Middle School in Shanghai,it is possible to reveal the interactive relationship between the ideal and reality of the comprehensive quality assessment at the school level,and to summarize the experience and deficiencies of it in the functional orientation,the implementation of operations,the management systems,and the expression and use of results.Then provide some countermeasures and suggestions for the in-depth development of high school students' comprehensive quality assessment.In general,the comprehensive quality assessment has risen from theory to policy,and it has accumulated important research results and practical experience from policy implementation to practice.According to the results of the case study of D Middle School,the comprehensive quality assessment of senior high school students' is well implemented,the evaluation system and system construction are relatively completed,and the evaluation subjects have highly recognition and acceptance about it.It has played an active role in student development and school education improvement.Of course,there are also some problems,mainly due to the deep-rooted examination thoughts,the simplification of evaluation process,the lack of communication and reflection,the weak consciousness of students' as subjects,the low level of parental involvement,the timeconsuming and labor-intensive in evaluation,and the lack of normalization and integrity mechanism.The current and future period of time,the core issue that needs to be solved is to standardize the operating procedures and conduct normalization of the comprehensive quality assessment.That is,through the evaluation of realism,the integrity mechanism,and the construct of normalization,the education force will be formed in the whole society and the implementation of comprehensive quality assessment will be gradually standardized,the traditional concept of “focus only on scores” will be changed and truly realize the function of comprehensive quality assessment on the development of quality education.