Research On The Senior High School Academic Level Evaluation Under The Background Of New College Entrance Examination

With the promotion of the new round of comprehensive reform of the college entrance examination,the academic level assessment of general high schools has become an important reference for students’further studies.The academic level assessment is an important measure and a key path to break the chronic problem of "score-based" assessment,improve the ecology of students’ academic assessment,and then help transform the education mode of high schools,promote scientific selection of talents in universities,and ultimately realize students’ comprehensive and individual development.Therefore,the study of academic assessment in general high schools is not only an inevitable requirement to promote the reform of the new college entrance examination,but also an effective way to promote students’lifelong development and to facilitate the construction of a distinctive education pattern in high schools.In this context,this study will explore the current implementation of academic level assessment in general high schools in China,and analyse the problems and causes of its implementation,so as to provide a feasible way of thinking for the implementation of academic level assessment in general high schools in China.This study focuses on the implementation of academic level assessment in general high schools under the background of the New College Entrance Examination.Teachers and students in Secondary School A are selected as the research subjects,and the implementation of academic level assessment in general high schools is investigated in terms of awareness of assessment,implementation of assessment,assessment results and management of assessment through the analysis of literature and the use of questionnaires and interviews.In general,the implementation of academic level assessment has achieved certain results and played an important role in promoting students’ development,improving teachers’ work and transforming the mode of education in high schools,but there are also some problems.The main problems are:the assessment concept deviates and the understanding is narrow;the assessment content is vague and it is difficult to ensure the credibility;the assessment process is simplified and formal;the assessment subject is vague and the participation is not high;the assessment results are invalid and it is controversial whether they are included in the college entrance examination system;the assessment management is lacking and the construction of regularity is insufficient The main reasons for these problems are the hindrance of traditional assessment concepts,the reliance on assessment caused by the "teacher-centred" assessment concept,the imperfection of academic level assessment itself and the inadequate supply of academic level assessment system.Based on the above research and analysis,this study attempts to clarify the theoretical basis of academic level assessment in general high schools,and,taking into account the implementation situation at the high school level,proposes problem-oriented suggestions for the optimisation of academic level assessment in general high schools:firstly,following the concept of developmental assessment and highlighting dynamic thinking,mainly by changing traditional assessment concepts and focusing on students’ learning process;secondly,using diversified assessment methods and advocating multiple interactions,focusing on students’ learning process.Secondly,to use diversified assessment methods and advocate multiple interactions,focusing on the formative assessment of students’ schools and the screening assessment of admission institutions;Thirdly,to attach importance to diversified assessment subjects and highlight the spirit of consultation,mainly including the genuine inclusion of students’ self-assessment,peer assessment and parents’ assessment into the assessment system and strengthening the communication and exchange among all subjects in the assessment process;Fourthly,to build a scientific assessment management,form a linkage between the top and the bottom,improve the internal supervision and management system in schools and establish a support system for teachers’professional development.