The objects of educational evaluation are nothing more than students and teachers. Whether evaluating students' development or evaluating teachers' teaching work, it involves the question of "what to evaluate". In a good education evaluation, it is most important to determine "what to evaluate", which involves the value orientation of educational goals and objectives; As for "how to evaluate", it is only a question of technology or methodology, and its importance is secondary to determining the purpose and goal of education. Taking the evaluation of students' development as an example, answering the question of "what to evaluate" is actually answering the question of educational goal orientation or orientation. Bloom, an American scholar, believes that the field of educational goals involves three fields: cognition, emotion and motor skills. In the field of cognition, Bloom divides the goal of education into six levels: knowledge, understanding, application, analysis, synthesis and evaluation. Later, Anderson and others revised Bloom's classification system of cognitive education goals. The main feature of the new classification system is that cognitive goals are divided into two dimensions: one is "knowledge" and the other is "cognitive process". Anderson divides "knowledge" into four categories from concrete to abstract, namely facts, concepts, procedures and metacognition; The cognitive process is divided into six levels from low to high, namely, memory, understanding, application, analysis, evaluation and creation. It can be seen that to make a comprehensive evaluation of students' development, we should not only evaluate the goals in the cognitive field, but also pay attention to students' social and emotional development. Even if we only evaluate the goals in the cognitive field, we should not only evaluate the low-level cognitive goals, but also ignore the evaluation of high-level thinking skills or deep understanding. In a word, a good education evaluation first needs the evaluator to have a correct and in-depth understanding of the fundamental purpose or goal of education, so as to prevent the omission of major, basic and important evaluation objects. For example, when we evaluate teachers' educational work, we will only evaluate students' mastery of book knowledge, but not their intellectual development; Just look at the students' test scores, regardless of whether the students' personality and personality development are sound or not. Educational evaluation like this can only mislead the development of education.
(two) the evaluation methods and means should be scientific, reasonable and feasible.
When we decide what to evaluate, we should consider whether the methods and means of evaluation are scientific and reasonable. The scientific nature of evaluation methods and means mainly refers to whether the methods and means used in evaluation can really detect what the evaluator wants to detect. In other words, the methods and means of evaluation must be adapted to the object or content of evaluation. If the object or content of evaluation is different, the evaluation methods and means adopted will be different. For example, to evaluate students' communication ability, operational ability, sports skills and social development, it is not appropriate to test with paper and pencil; In order to evaluate students' high-level thinking ability (such as analysis, evaluation, creation, etc. ) or the performance of solving real problems in real situations, it is not appropriate to use fill-in-the-blank questions, multiple-choice questions (including true and false questions), matching questions and other questions. In addition, whether the evaluation criteria are intrinsically and reasonably related to the task and purpose of evaluation, whether there is inherent logical consistency between evaluation criteria, and whether the weight distribution of each evaluation index is reasonable, all involve the scientific and reasonable evaluation methods and means. As for the feasibility of evaluation methods and means, it can not be ignored.
(3) The evaluation should be fair, objective and in line with educational ethics.
If any evaluation is to be effective, it must be based on facts and take "standards" as the criterion, so as to minimize the interference and influence of personal subjective factors or external factors on the evaluation and prevent the evaluator from bringing personal prejudice into the evaluation process. Here, take biased customer service as an example to talk about the fairness and objectivity of evaluation. "Evaluation bias" means that some evaluators are offended or treated unfairly in evaluation because of their gender, race, socio-economic status, religious belief or other characteristics. "This test is unfair" refers to the evaluation deviation.
Evaluation is not only a technical activity, but also a humanistic activity. A good evaluation must conform to the standards of educational ethics, whether it is evaluation methods, means, procedures or evaluation standards, it must be legal and conform to the standards of educational ethics. For example, the formulation of evaluation criteria should be based on democratic procedures; Once the standards are established, they should be implemented consistently; The way of collecting evaluation information should be proper, the use of evaluation results should be legitimate, so as to avoid causing harm to the parties, and so on.
(d) Evaluation should promote the development of students or teachers.
Good educational evaluation should promote and motivate students to devote themselves to learning more and better, help teachers to constantly reflect and improve teaching, and promote teachers' professional growth and progress. Taking the evaluation of students' development as an example, a good educational evaluation should aim at promoting students' development. For example, give full consideration to students' efforts and progress when grading, and publish the names of those students who have made significant progress or made the greatest progress in the exam separately to commend or reward them; Adopt flexible "delayed grading" instead of one-time grading (that is, when teachers find mistakes in students' homework, they will not grade it temporarily, return the homework to students, let students find and correct the mistakes in their homework until they are correct or satisfied, and give the final grade; Or the teacher writes down the results of the first homework with a pencil, and asks the students to redo the homework with many mistakes, and then replace the original ones with new ones. Guide students to participate in the formulation of evaluation standards, learn to evaluate their own works, and constantly improve their self-evaluation skills, and so on. The above evaluation measures have a positive guiding and stimulating effect on students' development.