In order to fully implement the Party's educational policy, comprehensively implement quality education, comprehensively push forward the course reform process, and promote students' all-round, harmonious and sustainable development and continuous improvement of their comprehensive quality. According to the requirements of the Notice of the Ministry of Education on Actively Promoting the Reform of the Evaluation and Examination System in Primary and Secondary Schools and Several Opinions on Further Promoting the Balanced Development of Compulsory Education, this implementation plan is formulated on the basis of referring to other local evaluation methods and combining with the county situation.

I. Guiding ideology

Implementing the comprehensive quality evaluation of primary school students is an important content of the curriculum reform of basic education, and it is also an important measure to comprehensively reflect the development of primary school students and measure whether students meet the graduation standards. According to the requirements of quality education and new curriculum concept, moral quality, civic literacy, learning ability, communication and cooperation, sports and health, aesthetics and performance are the basic contents. Take school evaluation as the main body, adapt to schools, and give full play to the enthusiasm and creativity of schools. Based on students' actual performance, pay attention to students' balanced development and potential development. Adopting diversified evaluation methods, we strive to fully reflect the comprehensive quality of students and make the evaluation process a process to promote the progress and development of students, teachers and schools.

Second, the basic principles

1. Directional principle: The evaluation should reflect the new concept of talents, education and quality, reflect the requirements of education development in the era of knowledge economy, and cultivate students' noble moral qualities of loving the party, socialism and the motherland, be honest and trustworthy, have the will and ability of lifelong learning, be strong in physique, have good psychological quality and have healthy aesthetic taste.

2. Objectivity principle: In the evaluation process, we should adhere to the principle of seeking truth from facts and make a reasonable and comprehensive evaluation based on students' reality. Multi-disciplinary participation in evaluation, students' self-evaluation, mutual evaluation and teachers' evaluation are combined (self-evaluation and students' mutual evaluation are not required for students below grade three). At the same time, we should also accept the evaluation of parents and society.

3. Comprehensive principle: comprehensively evaluate the evaluation content and make a judgment based on the evidence. The content of academic examination should deal with the relationship between knowledge and skills, process and method, emotional attitude and values, pay attention to strengthening the connection with social reality and students' life experience, and examine students' ability to analyze and solve problems.

4. Scientific principle: follow the law of education and the law of students' physical and mental development, focus on the purpose of evaluation, and establish a simple, scientific and reasonable evaluation system and evaluation standard according to the specific conditions of different disciplines and classes, and use scientific, diverse and flexible evaluation methods to carry out evaluation.

5. Development principle: fully respect the development and special needs of people, and pay attention to the diversity of evaluation contents and methods. We should not only pay attention to students' academic achievements, but also pay attention to the development of students' ideological morality and various potentials, and pay attention to the cultivation of students' innovative and practical abilities to promote students' independent development.

6. Participation principle: It is necessary to strengthen the dialogue and exchange between students, teachers and parents, enhance understanding and communication, create a good atmosphere, carry out effective self-evaluation and mutual evaluation, give timely feedback, promote students' self-improvement, and form a democratic, equal, understanding and harmonious school culture.

Third, the evaluation content

The evaluation content mainly includes two aspects: basic development goals and discipline development goals.

1, basic development goals

The basic development goal is the main basis for evaluating students' comprehensive quality. Its basic contents mainly include moral quality (accounting for 15%), civic literacy (accounting for 10%), learning ability (accounting for 40%), communication and cooperation (accounting for 15%), sports and health (accounting for 10%), and sports.

2. Discipline development goals

The goal of subject development is the main basis for evaluating students' academic performance. Its basic content is the learning objectives listed in the curriculum standards of various disciplines and the goals that students should achieve in each learning period, including knowledge and skills, processes and methods, emotional attitudes and values. Pay attention to the evaluation of learning interest, learning attitude, learning methods, learning habits, independent cooperation and inquiry ability, and pay attention to the improvement of students' humanistic spirit.

Fourth, the evaluation method

Evaluation methods include daily evaluation, periodic evaluation and summative evaluation. Should be grasped when evaluating? Daily evaluation is the basis of periodic evaluation, and periodic evaluation is the basis of summative evaluation? The working principle of.

1, daily review

In the daily teaching process, teachers in all subjects should pay attention to the progress and development of students, pay attention to their performance, make timely evaluations, and do a good job of recording and collecting data in time.

(1), immediate evaluation. Teachers should adopt a variety of open evaluation methods (such as oral evaluation, performance evaluation, interview, behavior observation, questionnaire feedback, situation test, etc.). In the process of education and teaching, we should evaluate each student's strengths, weaknesses and development potential in time to meet each student's development needs.

(2), growth records. Growth records should collect important materials that can reflect students' development and progress, including students' self-evaluation, evaluation information from classmates, teachers and parents, outstanding performance of students in cultural and sports activities, phased results of subject tests, excellent works of students, etc. Students are the main recorders and managers of growth records. Growth records should always reflect the principle of good faith, with the open participation of teachers, classmates and parents, so that the recorded situation is typical, objective, true and easy to show.

(3) academic examinations. Examination is an effective evaluation method. According to the purpose, nature, content and object of the examination, we should choose the corresponding examination method to promote the progress of each student. In addition to the traditional paper-and-pencil test, oral test, listening test, performance display, experimental operation and computer operation can also be set up for students to take the second test. Paper-and-pencil exams can take different forms, such as closed-book exams, open-book exams or exams combining open-book and closed-book exams.

(4) performance. Through various activities, such as speech contest, small production, small invention, small contest, style and art, students' specialties are displayed, students' personality is publicized, learning interest is cultivated, and all-round development is promoted.

2. Stage evaluation

(1), each school should set up a comprehensive quality evaluation committee for students, and its members should be broadly representative. The evaluation committee is responsible for formulating the detailed rules for the implementation of the evaluation work in our school (the six evaluation contents can be refined appropriately) and specific procedures, compiling various related evaluation sub-tables, and summarizing and reporting the evaluation results of students; Guide the evaluation of all classes in the school, supervise the evaluation process, accept queries, complaints and reports, and correct mistakes in the evaluation in time. Before the implementation of students' comprehensive quality evaluation, schools should conduct extensive publicity and training through teachers' meetings, class meetings, parents' meetings and parent schools. Strive for understanding, understanding and support at all levels and create a good environment for the smooth development of this work.

(2), comprehensive quality evaluation work in the class as a unit. Each class should set up an evaluation team, composed of class teachers and subject teachers, the number is generally not less than 5. In principle, each group member should teach students for no less than one year, and be familiar with and understand the students in this class, with strong sense of responsibility and good integrity. The evaluation team is nominated by the school evaluation Committee and announced to the students in advance.

(3) The comprehensive quality evaluation team should evaluate each student in stages at the end of each semester based on the students' daily performance, and give students an objective and fair evaluation by referring to various materials and collective discussion. Teachers should be good at collecting and analyzing relevant data and other forms of behavior that can reflect students' learning process and results, and use these data and performances to describe students' learning situation. The phased evaluation results are filled in the "Handbook of Comprehensive Quality Evaluation of Primary School Students".

3. Cumulative assessment

(1), the summative evaluation should be organized by the school evaluation committee and completed before the students leave school. The evaluation is based on the evaluation results of students' comprehensive quality in different stages, and through the conversion of corresponding grades, the average scores of all stages are taken as the final evaluation results, which are recorded in the Handbook of Comprehensive Quality Evaluation for Primary School Students and reported to the Education Bureau for verification.

(2) Grading conversion standard: excellent score 10, good score 8, qualified score 6 and unqualified score 4.

(three) the education administrative department shall guide the school evaluation work, train the evaluation personnel, monitor the evaluation process, accept complaints and reports, and investigate and deal with violations in the evaluation process.

Verb (abbreviation for verb) evaluation result

1. Introduction of evaluation results

(1), hierarchical expression. It is divided into four grades: A, B, C and D, namely excellent, good, qualified and unqualified. Among them, the excellent proportion does not exceed 40%. The determination of students' comprehensive quality level should be very careful and meticulous. What is the evaluation? Unqualified? Students need to be audited by the school evaluation Committee and reported to the school administrative Committee for research and decision.

(2) Qualitative comments. Based on the content of comprehensive quality evaluation, give students a comprehensive comment, which can also include the content not included in grade evaluation, especially highlighting students' personality, specialty and potential. Comments should use enlightening language to objectively describe students' progress, potential and shortcomings. At the same time, it is necessary to formulate a clear and concise promotion plan, promote students' development, help students know themselves and establish self-confidence. The evaluation of low-level students should be simple and vivid.

2. Application of evaluation results

(1), the contents, methods and procedures of comprehensive quality assessment should be clearly explained to students and parents and publicized. The evaluation results are only publicized? Excellent? Grade, the remaining grades inform the students themselves and their parents. If there is any objection, it will be investigated and handled by the school judges. Finally, students and parents should sign the Handbook of Comprehensive Quality Evaluation for Primary School Students.

(2) The school comprehensive quality evaluation committee shall review and be responsible for the authenticity and validity of the evaluation results, and the evaluation results shall not be changed in principle. If it is found that the evaluation result is wrong, the reasons for the change and the person who changed it shall be recorded, and the original evaluation record shall be kept for review.

(3) The comprehensive quality evaluation results are not only the basis for measuring whether students meet the graduation standards, but also the important basis for the school to diagnose and improve education and teaching.

Safeguard measures for intransitive verbs

1, establishment institution:

(1), County Evaluation Committee

Chair:

Deputy director:

Members:

Responsibilities: Formulate the comprehensive quality evaluation scheme for primary school students, guide schools to carry out evaluation work, monitor the evaluation process, accept and handle inquiries and complaints from people from all walks of life, and investigate and deal with violations in the evaluation process.

(2) School Evaluation Committee

Members: school leaders, teachers' representatives, parents' representatives (reported for the record after publicity)

Responsibilities: Formulate detailed rules and specific procedures for evaluation; Determine the members of the evaluation team; To guide the evaluation of all classes in the school; Determine the evaluation results; Monitor the evaluation process.

(3) Class Evaluation Working Group

Composition: It consists of a class teacher and a subject teacher. In principle, the teaching time of evaluators is not less than one year, and the evaluation team members are not less than five.

Responsibilities: Evaluate the comprehensive quality of class students.

2. Improve relevant systems.

(1), public notice system. The contents, methods, procedures and results of the assessment should be clearly explained to students and parents and publicized. Is the comprehensive quality of students evaluated? Excellent? The grade list should be published in the student class, and students who are rated as other grades can inquire from the class teacher.

(2) Appeal system. Anyone who disagrees with the evaluation results can file a complaint and report to the school evaluation committee, which should try to solve the problem in the school; If you are not satisfied with the reply or treatment of the evaluation Committee, you can report it to the county evaluation Committee. The school review committee and the county review committee shall record the process and results of reports, complaints and investigations in detail.

(3), the integrity system. Establish a credit record for the staff. If there is fraud in the evaluation process, it should be recorded and recorded. One evaluation and three exams? Give appropriate points in the evaluation of teachers' morality.

(4) Monitoring system. Review committees at all levels should fully understand the information about the review work, correct the problems in the review work in time, and put forward suggestions for improvement. After the annual summative assessment, the school should carefully analyze the quality and write a work report.

2

In the new era, the new educational concept has clearly pointed out that our children are the masters of the classroom and the main body of learning. They are no longer passive people who are led by the nose according to the teacher's thinking mode. They are masters with innovative ability and unique thinking, which requires us to give them an accurate, scientific and fair evaluation, so that they can form positive feelings, correct outlook on life and values and promote their all-round development.

I think we should evaluate the comprehensive quality of primary school students from the following aspects:

First, use multiple evaluation mechanisms.

In the past, the evaluation of students was always checked by the class teacher, and the students were evaluated at the end of each semester. This evaluation was limited, or it might be too one-sided and lacked scientificity and fairness. If a diversified evaluation mechanism is adopted, so that students can evaluate themselves first, then evaluate each other among students, then evaluate by the classroom teacher, and finally evaluate by the head teacher as a whole, students can be evaluated from different angles and at different levels, and the all-round development of students can be truly promoted.

Second, the content of evaluation should be novel.

Evaluating students can't stay in the traditional sense? Excellent? 、? Okay？ 、? Poor? . In the past, the evaluation was limited to students' final exam results, personal performance in school and working conditions. However, high scores and low abilities are common now, and an exam can't judge whether a student's grades are excellent or not. It is even more inaccurate to evaluate students' behavior according to their performance in school. Children are teachers' good students at school, but not necessarily parents' good children at home, which requires us to give new meaning to the evaluation of children. I think it is more appropriate to evaluate them from several aspects:

1, see if children have good reading habits.

Talent comes from knowledge, and the acquisition of knowledge cannot be separated from extensive reading accumulation. What does Du Fu advocate? Reading is like breaking thousands of volumes, and writing is like a god? Emphasize the benefits of reading more and collecting more. Suhomlinski, an educator in the former Soviet Union, once said: The way to make students smarter is not to make up lessons or increase homework, but to read, read and reread. ? It is undoubtedly an important measure to let students do a lot of extracurricular reading, nourish their hearts and enrich their minds with rich humanistic products. As long as he develops good reading habits in his studies, he will certainly become a literate person in his later studies.

2. See if he is enterprising.

Enterprising spirit is a personality characteristic of human character. It can push children to explore the unknown field tenaciously, promote the development of children's intelligence and strengthen their strong will, which is an important quality condition for modern children to become talents. To this end, we should vigorously cultivate children's enterprising character, so that they will never be satisfied with the status quo, not afraid of difficulties, not afraid of obstacles, and bravely advance with confidence. As long as he can stand up in failure and have a positive spirit, then his failure is temporary, and he will certainly be able to withstand the baptism of wind and rain, succeed in his career and do his best in the future.

3. See if he has innovative ability.

Innovation is the soul of national progress. It is an inexhaustible motive force for a country's prosperity. Cultivating students' innovative ability from an early age is not only a fundamental measure to promote quality education and improve the overall quality of the Chinese nation, but also the only way to realize national rejuvenation and promote all-round social progress. In order to adapt to the future social development, education must pay attention to cultivating students' innovative ability. Therefore, we must attach importance to the cultivation of primary school students' innovative ability. An innovative person will be the pillar of the future motherland.

4. See if he has certain psychological quality.

What should be the first standard of talents? Moral character? , not academic performance. However, under the examination-oriented education system, teachers, schools, parents and society have only one evaluation standard for good students, that is, good study and excellent grades. However, the reality is disappointing: Tsinghua students threw bears with sulfuric acid, and Peking University doctoral students committed suicide by jumping off a building. On the contrary, those students who have knowledge, courage, wisdom, love and average academic performance in school have done well in their work after entering the society, and many people quickly stand out and become leaders in all walks of life. It can be seen that ideological and moral education is the core of primary education. We should strengthen the education of civility and politeness for students; Strengthen the education of students' sense of responsibility; It is an important part of comprehensive literacy to strengthen the education of students' right and wrong and cultivate their good psychological literacy.

5. See if he has developed exercise habits.

Let students know that life is precious and health is precious? Revolution? Our capital, with a healthy body, a strong body can do everything well. Let the students form the habit of exercise and stick to a way of exercise. Only in this way can they persevere in their future study and work, and maintain a positive concept and perseverance.

6. Look at his aesthetic consciousness.

The fundamental purpose of art education is to cultivate and improve students' aesthetic ability and consciousness. How to cultivate and improve the aesthetic ability of primary school students is the common goal of art teachers at the forefront. The Master Plan of National School Art Education points out that art education in primary and secondary schools should cultivate students' noble moral sentiments through teachers' art teaching work and students' art practice activities, so that they can establish Marxist aesthetic concepts and healthy aesthetic interests; Learn and master certain artistic foundation and basic skills; Strengthen patriotism, national self-esteem and self-confidence, and promote all-round development of morality, intelligence and physique. ? Aesthetic ability, like reasoning ability and moral concept, needs to be aroused, guided and cultivated.

7. Look at his knowledge structure and behavior ability.

An excellent talent should be a person with all-round development. His knowledge is not single, but systematic and comprehensive. A student's excellent quality is also reflected in his excellent scientific field, and his ability will continue to improve with the progress of his study.

Third, the form of the evaluation results of primary school students' comprehensive quality.

The presentation form of the comprehensive quality evaluation results of primary school students includes two parts:

(1) rating. The five dimensions of students' comprehensive quality are presented in three levels: excellent, good and average.

(2) Comprehensive comments. It consists of four parts: self-description, peer message, teacher message and parents' voice.

Self-description: record your most representative achievements in a school year;

Peer message: record the hopes and wishes of your most trusted classmates or friends of the same age;

Teacher's message: record the evaluation of your school year by the class teacher or the teacher you admire and trust most;

Parents' voice: record parents' feedback.