Research On The Comprehensive Quality Evaluation Of Junior High School Students Under The Background Of "double Reduction

The policy of "double reduction" is not only to reduce the "quantity" of students’ excessive learning tasks,but also to enhance the "quality" of learning and promote students’ all-round development,and the comprehensive quality assessment The Comprehensive Quality Assessment(CQA)has become a key initiative to promote the all-round development of students.Only when comprehensive quality assessment is truly implemented can the quality and effectiveness of school education be effectively brought into play.Therefore,we should practise comprehensive quality assessment in our educational activities.In this paper,315 junior high school teachers and 547 junior high school students in X city are used as the research subjects.Based on the background of "double reduction",the research method is based on literature research,questionnaire survey and interview method,and the five aspects of evaluation concept,evaluation subject,evaluation method,evaluation process and evaluation result are studied and analysed.The conflict between new assessment concepts and traditional assessment concepts,the low level of students’ participation in comprehensive quality assessment activities,the singularity of assessment methods,the simplified assessment process and the low credibility of the assessment results.This is based on the influence of traditional concepts of educational assessment,the fact that the assessment methods are mostly teacher-led,the lack of professionalism of teachers in the choice of assessment methods,the formality of the assessment process and the poor assessment guarantee mechanisms established in schools.These are the causes.In this regard,the following countermeasures are proposed: establishing a correct concept of comprehensive quality assessment in the context of "double reduction",increasing students’ participation in comprehensive quality assessment in the context of "double reduction",and using diversified comprehensive quality assessment methods in the context of "double reduction".This paper aims to investigate the "double reduction" context by examining the "double reduction" context,the "double reduction" context,the "double reduction" context,the "double reduction" context,the "double reduction" context,the "double reduction" context,the "double reduction" context,the "double reduction" context and the "double reduction" context.This paper seeks to improve the current situation of comprehensive quality assessment of junior high school students through the study of comprehensive quality assessment of junior high school students in the context of "double reduction",so as to promote the comprehensive and individual development of junior high school students.