The reform of educational evaluation is an important link in the curriculum reform of basic education, which plays an important role in guiding and monitoring the quality of school education and teaching. Student evaluation is an important part of school education evaluation. The purpose, function, target system and evaluation method of evaluation directly affect the realization of curriculum training objectives. With the advancement of the curriculum reform of basic education, the reform of student evaluation and examination system has been widely valued. According to the spirit of "Outline of Basic Education Curriculum Reform (Trial)" and "Notice on Actively Promoting the Reform of Evaluation and Examination System in Primary and Secondary Schools" (J.J. [2002] No.26) of the Ministry of Education, combined with the reality of our school, this scheme is formulated.
I. Guiding ideology
According to the party's educational policy, we should carry out the thought of quality education, comprehensively evaluate students' development from the aspects of morality, intelligence, physique and beauty, comprehensively measure students' quality development and reflect their individual differences. Pay attention to the development of students' emotions, attitudes, values and various potentials, cultivate students' innovative spirit and practical ability, promote teachers to pay attention to students' all-round development, promote the effective implementation of various courses, give full play to the evaluation function, and promote the in-depth development of new curriculum reform.
Second, the evaluation principle
(A) the principle of diversification of evaluation content. We should pay attention to the examination of students' comprehensive quality, not only their academic achievements, but also the development of their innovative spirit and practical ability, good psychological quality, interest in learning and positive emotional experience. Respect individual differences, pay attention to the recognition of individual development uniqueness, give positive evaluation, give full play to students' various potentials, and help students accept themselves and have self-confidence; On the basis of quality evaluation, we apply operational evaluation methods to investigate not only the cognitive level such as "cognition" or "concept", but also the behavioral level such as "performance", such as behavior observation and situational test.
(2) The principle of dynamic evaluation process. Pay attention to both the results and the process of students' growth and development, and organically combine summative evaluation with formative evaluation; Give multiple evaluation opportunities to promote the transformation and development of evaluation objects; Encourage evaluation to run through daily education and teaching behavior, and make evaluation daily and popular. Such as oral evaluation, homework evaluation, growth record, etc.
(3) The principle of evaluation subject interaction. Emphasize the two-way selection, communication and consultation between the subjects in the evaluation process, and pay attention to the recognition of the evaluation results, that is, how to make the evaluation object accept the evaluation results to the maximum extent; Change the status quo of single evaluation, strengthen self-evaluation and mutual evaluation, and make evaluation an interactive activity in which teachers, managers, students and parents actively participate.
Third, the evaluation method
(A) the evaluation of basic development goals
The evaluation of basic development goals should be based on different evaluation contents and indicators, and should also be infiltrated or included in the evaluation of subject learning goals. Moral quality and civic accomplishment should be evaluated in combination with moral and life, moral and social teaching, team activities and school-based curriculum implementation; Learning ability and communication and cooperation ability should be evaluated in combination with all subject teaching; Physical education and health are mainly evaluated by combining physical education and health teaching; The evaluation of aesthetics and performance focuses on music and art teaching. In subject teaching or various educational activities, some observable indicators should be formulated and evaluated at different levels according to students' age, psychological and behavioral characteristics. It is necessary to create situations and opportunities, and let students feel, experience and internalize by participating in activities. It should be evaluated through performance tasks, observation records, interviews, job analysis, personal self-assessment, peer evaluation by classmates, teachers and parents.
(B) the evaluation of discipline development goals
Assessment of knowledge and skills.
It is necessary to follow the basic requirements of the curriculum standards of various disciplines and evaluate the completion of homework, paper and pencil tests, examinations and some open performance tasks based on the knowledge and skills objectives of the period, school year and each unit. The evaluation results are presented in the form of "grade+comment". The lower grades of primary school (1-2 grade) adopt fuzzy evaluation or descriptive score.
(1) exercises and homework
Homework analysis and evaluation is the most commonly used and effective evaluation method for teachers to understand and master learning effect and learning attitude. Students' homework depends on their seriousness, correct rate and creative problem-solving ability; The speed of operation and the situation of active operation; Comprehensive evaluation of extracurricular learning and experimental operation ability, small papers, small inventions, small production and other achievements. Teachers can organize homework exhibition activities, conduct excellent homework and performance appraisal as the basis for homework evaluation. In addition to the traditional paper-and-pencil homework, more attention should be paid to expressive homework such as oral communication homework, comprehensive practical homework and experimental operation homework to promote students' actual performance ability in real situations. Performance assignments include comprehensive practice records, participation in social handicraft activities, project experiments, exchange and cooperative learning records, extracurricular reading times and reflection notes.
(2) unit test:
Unit test refers to the evaluation of academic level according to the requirements of the teaching objectives of this unit in the textbook after a teaching stage or unit, and measures and detects the degree of students' expected academic performance and performance standards.
In designing unit test questions and implementing evaluation, it is necessary to determine the scope of test content according to the requirements of unit teaching objectives, and pay attention to students' understanding and understanding of basic concepts and principles.
Unit testing is an important aspect of process evaluation, which should be tested and recorded at each teaching stage or after the end of the unit.
(3) Final exam (exam)
Examination is one of the main ways of evaluation. According to the purpose, nature, content and object of the examination, choose the corresponding examination form, both closed and open. In addition to the paper-and-pencil test, we should also choose qualitative evaluation forms such as foreign language listening test, oral test, project research, situational test and practical operation. Attention should be paid to when using exam evaluation:
Examination content: the examination should be linked with social reality and students' life experience, and attach importance to examining students' ability to analyze, solve and comprehensively apply problems; It is necessary to reduce the burden of students' mechanical memory, emphasize comprehensiveness, exploration and openness, and put an end to setting off-topic and strange questions; The examination content should be diversified, which should not only pay attention to knowledge and skills, but also reflect the process and methods of examination and learning, as well as the contents of emotional attitudes and values; We should also pay attention to the development of various potentials, especially the development of innovative spirit, practical ability and reflective ability.
Examination subjects should examine students' knowledge and skills, study habits, interests, perseverance, learning motivation, learning skills, social skills and efforts through usual observation, comments, anecdote records, expressive homework and comprehensive practical activities.
Examination method: give students a variety of opportunities, and the same exam can also be presented in a variety of ways. For example, in grade 1-2, you can use games, choose from each other, and take exams with fun. Level 3-6 implements sub-item assessment and comprehensive evaluation. The final exam results of all subjects are presented in four grades: excellent, good, qualified and unqualified.
Test scores processing: Teachers in all subjects should make specific analysis and guidance on test scores, so that students can get more comprehensive feedback information, thus urging and assisting students to make the next study plan. Students' test scores shall not be published and ranked according to the test scores.
4. Evaluation of process and method, emotional attitude and values.
The evaluation of process and method, emotional attitude and values must be combined with basic development goals and subject education goals. In daily teaching activities, qualitative evaluation methods such as observation, anecdote recording, interview, students' self-evaluation and students' mutual evaluation are used to evaluate. Each discipline should formulate specific evaluation content and index system according to the characteristics of the discipline and the embodiment of the basic development goals in the discipline.
The growth record is also an important basis for evaluating a student, so it is necessary to make a good record of students' growth and organize the exchange and display of growth records on a regular basis. And the growth record will be included in the final evaluation content. The evaluation of growth records should pay attention to the progress and efforts of students and make clear the direction of improvement. By reviewing and comparing the growth records, students can learn to reflect, know their own progress, know their own strengths and weaknesses, make clear the goal of further development, and gradually cultivate the consciousness and ability of self-reflection.
The contents of the growth record bag include: ① basic information of students, such as name, gender, mailing address, date of birth, health status, family background, etc. Basic information of education, such as schools entered, test scores of main courses, general ability level, special ability tendency, Excellence and honor, personal socialization and development. (2) Students' learning files of various subjects: A The knowledge and skills mastered this semester are generally collected according to a unit or a learning theme. Such as unit test report, comprehensive quality report. B present the best works, including the generation process, such as the best homework, the best composition, excellent art homework, photographic photos, audio tapes, etc. C participate in practical innovation activities, such as social practice investigation reports, research reports and even award-winning certificates of various competitions. D peer observation and evaluation, teacher observation, evaluation and analysis, feedback information from parents and society, such as teachers' praise or suggestions, students' feelings, etc.
(3) the subject of evaluation
The evaluation subjects include students' self-evaluation, mutual evaluation, teachers' evaluation and parents' evaluation.
Students' self-evaluation and mutual evaluation: first, students write their own comments on their comprehensive quality and behavior; The second is to evaluate the six aspects, process and method, emotional attitude and values of oneself or classmates respectively.
Teacher evaluation: First, the class teacher grades each student's comprehensive quality in six aspects and writes comprehensive comments for each student, focusing on the overall description of the students' comprehensive quality and highlighting their characteristics and development potential (see Table 2 for specific evaluation methods); Second, according to the basic development goals and the evaluation system of discipline development goals formulated by the discipline, teachers of various disciplines evaluate the achievement of each student's basic development goals and students' academic level, give corresponding scores, describe the development trend of students' disciplines, and write encouraging comments (see Table 3 for specific evaluation methods).
Parents' evaluation: First, write appraisal comments on their students' comprehensive quality; Secondly, the six aspects of students' comprehensive quality, as well as some aspects of process and method, emotional attitude and values, are graded respectively.
(d) Presentation of evaluation results.
Evaluation results include grades or comments.
Comments include: ① self-comments. ② Parents' comments. (3) Teacher (class teacher) comments.
Levels include: ① sub-levels. That is, according to the elements and key performances listed in the evaluation content, process and method, emotional attitude and values, a grade is given through overall judgment; The results of exercises, homework and final exams. (2) subject level. That is, the evaluation grades given by the four evaluation subjects. 3 comprehensive scores. That is, the integration of sub-disciplines and sub-disciplines is the final level of comprehensive quality or academic level evaluation. The above grades are all in four grades, including A (excellent), B (good), C (qualified) and D (unqualified).
Comprehensive scoring method.
Weighting method: the final grade is synthesized by the method of "average rounding".
Direct evaluation method: based on the final exam results, homework and unit test results, comprehensive practical activities (research topics and completion reports), growth records, specialties and awards, self-evaluation and others' evaluation, the final grade of comprehensive quality and academic level is determined according to the overall situation.