Whether the goals of educational plans and activities are based on understanding the current situation of children in this class.
Whether the contents, methods, strategies and environmental conditions of education can be adjusted.
Whether the education process can provide beneficial learning experience for children and meet their development needs.
Whether the content and requirements of education can take into account the needs of groups and individual differences, so that every child can develop and feel successful. Whether the teacher's guidance is conducive to children's active and effective learning.
Extended data:
Educational evaluation is not wishful thinking, it needs to be measured by certain methods and tools, with data and evidence to make relevant judgments. At the same time, educational evaluation also needs the guidance of values, with ideas and goals, reflecting the real value pursuit of education. This is the question of why and how to evaluate in educational evaluation, that is, the value rationality and instrumental rationality of educational evaluation.
To further promote educational evaluation, we should pay attention to both instrumental rationality and value rationality of evaluation, so as to realize the mutual unity of the two, and the most important one is the value rationality of educational evaluation.
The evaluation of students' development is easy to say, but not easy in reality. The tendency to evaluate the quality of primary and secondary education only by students' academic test scores and school enrollment rate has not been fundamentally reversed.
The negative effects of this guiding evaluation are: firstly, it ignores and hinders the all-round development of students and encourages the tendency of one-sided development; Secondly, students' comprehensive quality and personality development are neglected, which makes their growth mediocre; Thirdly, it restricts the cultivation of students' sense of social responsibility, innovative spirit and practical ability, and the cultivation of outstanding talents is unsustainable.
Modern education evaluation mainly has the following characteristics:
1. Evaluate the change of purpose. The purpose of early education evaluation is to "choose children suitable for education", while the purpose of modern education evaluation pays more attention to "creating education suitable for children", that is, from attaching importance to identification to paying more attention to the improvement of teaching and learning, so as to form educational goals to the maximum extent;
2. The expansion of the evaluation object. The object of early education evaluation is mainly the teaching field, focusing on the evaluation of students' academic performance, and on this basis, judging the advantages and disadvantages of teaching plan and curriculum development. The object of modern education evaluation extends to all educational fields, and all aspects of macro and micro educational activities can be used as evaluation objects;
3. Innovation in the form of evaluation results. Early education evaluation not only attaches importance to expressing the evaluation results in the form of quantity, but also attaches importance to expressing the evaluation results in the form of language description, and also attaches importance to expressing the evaluation results in the form of combining quantity and description;
4. Emphasize the participation of the evaluation object. In early education evaluation, the evaluation object is regarded as only passively accepting the evaluation, while in modern education evaluation, the evaluation object is regarded as the main body of the evaluation, emphasizing the importance of the self-evaluation of the evaluation object, guiding the evaluation object to participate in the whole process from specifying the evaluation scheme to obtaining the evaluation result, and emphasizing the recognition of the evaluation result by the evaluation object.
Educational evaluation includes flags and road signs. We should clearly answer what our evaluation is for. Although the evaluation will involve many aspects, it is very professional and the types of evaluation are not the same, but there should be only one fundamental value.
This is to promote the development of students, under the guidance of this value concept, to find and establish the paths, methods and tools of educational evaluation, and to construct the evaluation system of students' education in China.
References:
Baidu Encyclopedia-Education Evaluation