Looking at the current development trend of education reform in various countries in the world, we can find that the education evaluation reform presents the following development trend, which provides an important reference for the construction of quality education evaluation system in China:
(a) The evaluation function from screening to development.
With the development of information technology and the formation of the network era, the original function of basic education, which focuses on imparting knowledge, has been greatly challenged. Instead, it focuses on cultivating students' positive learning attitude, innovative consciousness and practical ability, as well as healthy physical and mental quality, laying the foundation for students' lifelong development. With the change of educational function, the function of evaluation has also undergone fundamental changes. We should not only check students' mastery of knowledge and skills, but also pay attention to the process and methods of students' mastery of knowledge and skills, as well as the formation of students' emotional attitudes and values. Evaluation is no longer for selecting and screening, nor for "selecting children suitable for education", but for how to give full play to the incentive function of evaluation, pay attention to students' growth and progress, and put forward improvement plans to promote students' development through analysis and guidance. In this sense, evaluation is to help us "create an education suitable for children". In other words, evaluation serves the development of students, rather than the development of students serving the needs of evaluation.
This change of evaluation function affects the development of teacher evaluation. In the past, teachers' evaluation mainly focused on whether teachers' existing work performance was up to standard, which reflected the functions of inspection, screening, selection and evaluation, but it had limited promotion to teachers' development. Therefore, the development of the times challenges the function of educational evaluation. Educational evaluation is not only screening and selecting, but also promoting the development of the evaluated. This has been widely recognized by all countries in the world.
(B) Attach importance to qualitative evaluation, combining qualitative with quantitative.
Modern education evaluation, which developed at the beginning of the 20th century, has been marked by objectivity and quantification advocated by science since its birth. The blind worship of science makes people feel that quantification is synonymous with objectivity and science. Therefore, standardized test and norm test under quantitative paradigm once became popular evaluation tools and means in the world. However, as far as education is concerned, quantitative evaluation is to simplify complex educational phenomena or only evaluate simple educational phenomena, which not only cannot guarantee the commitment to objectivity in essence, but also often loses the most meaningful and fundamental content in education. In this way, students' vivid personality is abstracted into groups of rigid numbers, and the development and progress of students in all aspects are simplified into possible numbers, in which the complexity of education and the richness of students' situations disappear. In the late 1960s, people began to reflect and criticize this situation. At the same time, with the help of qualitative research methods in social science research, there have been qualitative evaluation models such as reactive evaluation, explanatory evaluation, educational appreciation and educational criticism since the 1970s. In 1980s, this change gradually affected the field of practice. It should be pointed out that the emergence of qualitative evaluation is not a simple rejection of quantitative evaluation. As a new research paradigm, qualitative research is a reflection, criticism and innovation of quantitative research. Qualitative evaluation is to reflect the educational phenomenon more truly. Therefore, in essence, quantitative evaluation is not excluded, but integrated into itself, and evaluated by quantitative methods in appropriate evaluation content or scenarios.
(C) Pay attention to the authenticity of the problem and situation assessment.
Modern cognitive psychology research shows that students' cognition and learning of learning content are closely related to their situation. Therefore, modern cognitive or learning theory emphasizes the authenticity and situation of learning, and this trend is also reflected in evaluation. At present, people tend to think that the isolated problems or test items in traditional evaluation lack similarity with real life, and the scores obtained by students in this test have little predictive value for their future performance in real life. The real value of education lies not only in students' performance in school situations, but also in students' performance in non-school situations and their ability to solve real problems in life. Therefore, it has become an important trend of evaluation reform to require the design of evaluation questions to be authentic and situational, so that students can understand, explain and create in real life.
(D) summative evaluation combined with formative evaluation
That is, from focusing too much on results to focusing on process. The summative evaluation, which focuses on the results, is an evaluation facing the past; The formative evaluation of attention process is a future-oriented and development-oriented evaluation. Traditional evaluation often only requires students to provide answers to questions, but is indifferent to how students get these answers. In this way, students' thinking and reasoning of obtaining answers, the formation of assumptions and how to apply evidence are all abandoned from the perspective of evaluation. The lack of evaluation of the thinking process leads students to focus only on the conclusion and ignore the process, which makes students unable to form the habit of scientific inquiry and rigorous scientific attitude and spirit. On the contrary, it is easy to form some specious cognitive habits, which is not conducive to the formation of their good thinking quality and limits their flexibility and creativity in solving problems. Therefore, in recent years, the focus of evaluation has gradually shifted to the process of students' understanding, exploration and efforts, as well as the progress of students, teachers and schools in various periods. Only by paying attention to the process can evaluation go deep into the process of students' development, and timely understand the problems, efforts and progress that students encounter in development, so as to effectively guide students' sustainable development and improvement, and the function of evaluation to promote development can really play a role. At the same time, only paying attention to the process can effectively help students form a positive learning attitude and scientific spirit of inquiry, pay attention to the formation of students' emotional experience and values in the learning process, and realize the all-round development of "knowledge and skills", "process and method" and "emotional attitude and values". The development of qualitative evaluation methods provides the possibility and conditions for this process-based formative evaluation, focusing on the process and combining summative evaluation with formative evaluation.
(5) Comprehensive evaluation, paying attention to individual differences.
Because modern education evaluation has gone out of the misunderstanding of screening and paid attention to students' actual development, it is no longer a rigid face from goals, standards and propositions, but attaches importance to students' personalized response in evaluation. In other words, the evaluation respects students' individual differences and personality characteristics, and the question requirements are quite open, allowing students to answer in different forms or contents according to their own interests and specialties.
Modern education evaluation advocates cooperative evaluation of students' groups while attaching importance to individual differences of students. In order to achieve the purpose of screening, traditional evaluation often puts students in personal environment, does not allow students to communicate and discuss with each other, and lets students face the test questions alone. This is not conducive to students to cultivate the spirit and skills of mutual cooperation, and does not meet the requirements of contemporary social life for people. Modern education evaluation encourages cooperation among students, so that students can accomplish tasks together through division of labor and cooperation. Students' performance in group cooperation and their contribution to problem solving have also become the evaluation content.
(6) Emphasize participation and interaction, and combine self-evaluation with other evaluations.
That is, the appraisee gradually changes from passive acceptance to active participation in evaluation. Educational evaluation in all countries of the world is no longer a phenomenon in which a single evaluation subject is dominated by managers in the past, but has gradually become an interactive process in which teachers, students, parents and managers, including professional researchers, participate together, which is the embodiment of the gradual democratization and humanization of the educational process. For example, in the construction of the evaluation system or indicators for teachers in Maryland, USA, students can express different opinions and complain about the evaluation results made by teachers. In this way, the traditional appraisee becomes a member of the evaluation subject. While expanding the evaluation subject, we should pay attention to the interaction between the evaluator and the appraisee, pay attention to the development needs of the appraisee in the interaction of equality and democracy, and jointly assume the responsibility of promoting its development. In the past, when passively accepting evaluation, the evaluator and the evaluated basically played the roles of manager and managed. Most of the appraisees are in a passive state of having to accept the evaluation results, refusing more than welcoming the evaluation itself, or in a passive state of "routine". Compared with this, becoming a member of the evaluation subject and strengthening the interaction between the evaluator and the appraisee not only improves the subjective position of the appraisee, but also makes the evaluation a process of active participation, self-reflection and self-development. At the same time, mutual understanding and understanding are enhanced in mutual communication and consultation, which is easy to form a positive, friendly, equal and democratic evaluation relationship, which is helpful for the evaluator to effectively monitor and guide the development process of the appraisee in the evaluation process, help the appraisee to accept and agree with the evaluation results, and promote its continuous improvement and development.