During the examination (the school appeared-19 at the end of the year)

Testing period (early 20th century to 1930s)

Description period (1930s-1950s)

Reflection period (1950s to 1970s)

Construction period (since 1970s)

During the exam

The development history of written test: The oral test was mostly used in the second half of the 9th century in America/KLOC-0. With the development of education and the increase of students, oral examination was quickly replaced by written examination. Written test was first used by Cambridge University 1702, American educator Horace? Horace. Mann was first introduced in Boston Grammar School, and then gradually popularized and developed in the United States.

Features: the examination is mainly in the form of paper submission, and the score is subjective. In order to make the examination objective, the educational examination movement rose.

(A) the development of modern education

1At the end of the 9th century and the beginning of the 20th century, with the progress of the research on individual differences in experimental psychology and the development of educational statistics, educational theorists began to explore how to apply psychological tests to the teaching field and realize objectification, standardization and quantification of academic performance evaluation. Modern teaching evaluation is gradually established on this basis, and it is constantly improved and developed in the following years. American scholars E. Kuba and Y. S. Lincoln pointed out that modern educational evaluation has gone through four different stages of development, forming four generations of different educational evaluation theories and methods. Related to this, the development of modern teaching evaluation can also be divided into four basic stages.

1. Test period (early 20th century to 1930s)

This period is characterized by the formation of measurement theory and the wide application of testing technology in teaching. American scholar Les began to study the measurement of children's learning pinyin in 1894, and published the measurement scale in 1897; 1905, psychologist Thorndike published "Introduction to Psychological and Social Measurement", proposing that "everything that exists has quantity, and everything that has quantity can be measured". 1909, the calligraphy scale was released again. Known as the "father of educational testing", Thorndike initiated the famous testing movement in American educational history. During this period, the learning scales of various subjects came out one after another, forming an upsurge of educational measurement. For example, Stone (1908) and Curtis (1909) published the arithmetic achievement measurement scale, and academic achievement scales related to spelling, composition and Chinese also appeared one after another. After various academic achievement scales were produced, they were quickly adopted by many schools. For example,1911912, new york has tested the academic performance of 30,000 children in various subjects. Yu Ziyi compiled the Brush Calligraphy Test at 19 18, which is the first time to compile an educational measurement scale in China. In the 1920s, great progress was made in the compilation and experiment of educational test and psychological tests (especially intelligence tests) in China. Generally speaking, the teaching evaluation in this period is basically equivalent to educational measurement, and the evaluator only plays the role of measurement technician in the evaluation. The central task of evaluation is to "use scientific methods to seek objective standards and correct the disadvantages of subjective methods", which helps to solve the problem of collecting teaching information in teaching evaluation scientifically, and overcomes the subjectivity, generality, factual knowledge and rote memorization of traditional examinations to some extent, but there are also obvious shortcomings. It tries to express all the characteristics of the educated with numbers, and it is inevitable to become a mere formality. Students' attitudes, interests, creativity and appreciation are very complicated, and it is difficult to quantify them all.

2. Description period (1930s-1950s)

1930 ~ 1940 is the second stage of the development of modern teaching evaluation. Taylor, an American expert in educational evaluation and curriculum theory, first advocated the change from "testing" to "evaluation". In the "eight-year study" in the United States, the work of the evaluation Committee led by Taylor is the most representative work in the field of teaching evaluation in this period. 1942, Taylor and Smith co-authored Evaluation and Record of Students' Progress, and formally put forward the concept of educational evaluation. Taylor believes that evaluation must be based on clearly stated objectives, and the teaching effect should be evaluated according to the objectives to promote the realization of the objectives. The purpose of educational evaluation is to judge the degree of realization of educational goals through the description of specific behaviors. The key to evaluation is to determine clear and operable educational goals. Questionnaires, observations, product samples and tests can all evaluate students' progress in their goals. Kuba and others believe that the characteristic of this period is to describe the test results, and the goal of evaluation is no longer the students themselves, but what kind of learning goal model is the most effective for students to learn. For example, Taylor has compiled many tests to measure whether students have mastered what teachers ask them to learn, so as to identify and distinguish effective target patterns.

3. Judgment period (1950s-1970s)

The third stage of the development of modern teaching evaluation is from 1950s to 1970s. This period pays attention to real value judgment. The goal reference test was developed at this stage. Evaluation is not only a description of the result according to the predetermined goal, but also a value judgment of the predetermined goal itself. Evaluation is to evaluate the advantages and disadvantages of some schemes. Evaluation is to collect and synthesize relevant phenomenon data according to a set of weighted target standards to form comparison or value judgment. Evaluation should go beyond the limitation of predetermined goals, and the value of the process itself should also be an organic part of evaluation. The goal reference test takes the teaching goal as the evaluation standard and pays attention to whether the teaching has achieved the teaching goal. It is associated with the emergence of the classification of educational objectives, paying attention to the realization of teaching objectives and paying attention to the value evaluation based on objectives, which is the outstanding feature of the third development period of teaching evaluation. D.L. Stufflebeam put forward "CIPP mode" and M. Scriven put forward "no-target mode", which made positive contributions to the formulation of evaluation standards.

4. Construction period (since 1970s)

The rise of qualitative evaluation: 1972 1 1. In Churchill College, Cambridge University, England, 14 scholars suggested that the old psychological measurement paradigm should be replaced by the qualitative research paradigm of cultural anthropology.

Qualitative evaluation: Oppose the simplification of complex educational phenomena and curriculum phenomena into figures, thinking that this practice can only provide distorted educational information and may lose important information. Through natural investigation, try to reveal and describe the various characteristics of the evaluation object, so as to show its significance and promote understanding. Emphasize the application of action research, ethnography and theoretical research.

Evaluation: In education evaluation, evaluation is not to measure and describe the expected educational results, but to conduct a comprehensive and in-depth study of the whole program, including the premise, theoretical derivation, implementation effect and difficult issues.

Since 1980s, new progress has been made in teaching evaluation. The project response theory leads the teaching evaluation to the direction of computerization and personalized evaluation. Fuzzy evaluation method develops the data processing technology of teaching evaluation. The "fourth generation education evaluation" put forward by Kuba and others highlights the humanistic spirit in teaching evaluation, emphasizes the continuous interaction, joint construction and comprehensive participation between the evaluator and the evaluation object, and makes beneficial reflection and constructive conception on teaching evaluation. On the basis of summarizing the experiments in 1960s and 1970s, monash Willi put forward the theory of substantive evaluation. Substantive evaluation is a special teaching activity that runs through the teaching process, including teachers' evaluation, evaluation in collective learning-cognitive activities and evaluation in students' autonomous learning-cognitive activities. It pays special attention to the formation of students' self-evaluation ability and the design of a good psychological atmosphere for teaching evaluation, emphasizing qualitative and descriptive aspects in teaching evaluation. Generally speaking, teaching evaluation since 1980s has paid more attention to the humanistic spirit and educational function of teaching evaluation, which can be regarded as the fourth development stage of modern teaching evaluation.

(B) the development trend of teaching evaluation

Investigating the historical development and present situation of teaching evaluation is helpful for us to observe the future trend of teaching evaluation. Judging from the information displayed by the current teaching evaluation reform, the future development of teaching evaluation may present the following important trends and characteristics.

Diversified synthesis of 1. evaluation model. So far, various teaching evaluation methods and techniques have been developed. Different teaching evaluation methods and techniques have different advantages and disadvantages. In order to ensure the accuracy and comprehensiveness of teaching evaluation, it is necessary to synthesize, combine, transform and innovate various evaluation technologies. In fact, the current teaching evaluation reform has noticed the diversity and comprehensiveness of evaluation models, such as emphasizing qualitative and quantitative, fuzzy and accurate, daily observation and systematic testing, and the combination of other evaluations and self-evaluation. The diversity and comprehensiveness of this evaluation model will be more obvious in the future.

2. Pay attention to the educational function of teaching evaluation. In teaching evaluation, people initially attach importance to the management function. Historical development shows that teaching evaluation that pays too much attention to management function and ignores educational function will often have a negative impact on students' physical and mental development. In this way, in the development of modern teaching evaluation, the educational function has been paid more and more attention. It is emphasized that teaching evaluation, as an important part of teaching activities, should consciously serve the teaching purpose, become a promoting force to realize the teaching purpose and promote the all-round development of students' body and mind. At present, the function of education is becoming more and more prominent, and the emergence and development of formative evaluation and substantive evaluation are powerful arguments. This function will be further strengthened in the future.

3. Pay attention to the development of students' evaluation ability. In modern society, people face increasingly complex social environment, and only with good evaluation ability can they choose and act reasonably. Helping students develop their evaluation ability is an important requirement for schools in modern society. Students' evaluation ability can only be developed through evaluation activities. In the whole system of school education activities, teaching evaluation is the most basic evaluation activity and the basic activity to develop students' evaluation ability. The development and reform of teaching evaluation in the future will highlight the importance of cultivating students' evaluation ability through evaluation. In other words, through teaching evaluation, students can master the principles, standards and methods of evaluation, and give them opportunities to evaluate themselves and others, thus improving their evaluation ability.

By investigating the historical development and future trend of teaching evaluation, we get the enlightenment that teaching evaluation is constantly developing and perfecting; Its perfection and development is a process of continuous progress in science and education, and it is a dialectical, diverse and comprehensive process.