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The role of educational measurement and evaluation
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In order to understand the significance of educational measurement and evaluation more comprehensively and deeply, it is necessary to look at the position and role of educational measurement and evaluation in the education system from the perspective of system analysis. Because educational activities are "the unity of society, psychology and control", these three factors can constitute the three most basic subsystems of the educational system, namely, the target system, the behavior system and the control system. The educational goal is the educational quality standard that teachers (educators) and students (educatees) should reach together through educational activities, and it is the basic basis for guiding teachers and students to carry out teaching activities. The organic combination of educational goals in all stages of the educational process constitutes the educational goal system and is the embodiment of educational goals. The goal system embodies the social components in the education system, which determines the teaching of teachers and the learning of students from three aspects: direction, task and content. Behavioral system refers to the process that teachers and students realize educational goals through the interaction of mind and information, and the whole composed of various psychological factors and educational means that affect this process. It contains psychological factors in the education system. The interaction between teachers and students to achieve educational goals is realized through this system. Control system refers to the best combination of various educational means and methods necessary to control the educational process in order to achieve educational goals. The system contains control elements in the education system. Because all control processes are processes of selecting various possible states of the system in the state space according to a certain goal, so that the system can reach or approach the selected state; Before choosing, we must first determine the spatial state of the education system at different times. This process is actually the process of education measurement and evaluation. Therefore, educational measurement and evaluation can be regarded as the main factors in the system. The organic combination of the above three subsystems constitutes a complete education system. The process of educational activities can be regarded as three different but interrelated stages formed by the interaction of these three factors, namely, the goal orientation stage, the goal control realization stage and the goal teaching result measurement and evaluation stage. At different stages of activities, teachers and students have their own different ways of activities, and they also cooperate and coordinate with each other. The structure of the education system and its activity process can be shown in figure 1- 1. The process of educational activities is reflected in the teaching process of teachers and the learning process of students, which are closely related; The three main stages of the process of educational activities correspond to the three subsystems of the educational system respectively. In a word, the educational goal provides a consistent activity direction for teachers and students; Educational measurement and evaluation provide effective feedback control means to prevent deviation from this direction; Both of them work together in the process of education, ensuring the harmonious unity of teachers' leading role and students' dominant position, and finally achieving the educational goal and realizing the overall function of the education system. From the above brief analysis of the education system, it is not difficult to see that (1) education measurement and evaluation is an indispensable part of the education system. In other words, educational evaluation is neither dispensable nor imposed from outside the educational system. As long as there is an educational process, it is bound to be accompanied by educational evaluation, otherwise, the educational process is incomplete. Only by recognizing this can we enhance our consciousness of carrying out educational evaluation activities. It is not necessary to discuss whether it is necessary to evaluate education, but to study how to evaluate education to meet the requirements of the education system. (2) The main purpose of educational measurement and evaluation is not only identification, but also improvement. To some extent, improvement is more important than recognition. Because the fundamental purpose of education is not to identify the educated, but to help the educated develop in an all-round way. As the main means to control the educational process, educational evaluation must provide necessary feedback information for improving the educational process, which is the most direct and main function of educational evaluation; The difference between students' academic performance and students' academic performance is closely related to the learning motivation of teachers and students, so it is very important and also the information needed to regulate the educational process, but after all, it cannot directly but indirectly affect the educational process. Recognizing this will help us to actively use and give play to the functions of educational evaluation and improve the quality and efficiency of education.
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20 14-06-23
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