Test and measurement cycle. It prevailed from the end of 19 to the 1930s. This generation's evaluation view holds that evaluation is essentially a way to test or measure students' memory of knowledge or a certain feature.
Second generation education evaluation
Describe the period. It prevailed in the 1930s and 1950s. This generation of evaluation believes that the essence of evaluation is "description"-describing the consistency between educational results and educational goals.
Third generation education evaluation
Judge the period. It flourished in the 1960s and 1970s. This generation of evaluation view holds that evaluation is essentially "judgment".
Fourth generation education evaluation
The period of psychological construction. Appeared in the 1980s, represented by Cuba and Lincoln. This evaluation view holds that evaluating love is to give value to the evaluated thing, and its essence is a "psychological construction" formed through "negotiation".
The fourth generation of educational evaluation believes that evaluation should adhere to the belief of value pluralism and oppose the tendency of managerialism.
Value pluralism advocates fully listening to and evaluating relevant opinions from all sides in evaluation, and evaluators constantly coordinate the differences between various value standards, shorten the distance between different opinions, and finally form a recognized consensus.
The fourth generation evaluation emphasizes that in the natural environment, qualitative research methods are used to make all parties reach a consensus through various forms of dialogue, rather than managers controlling the evaluation.