An Educational Evaluation Reflecting Upon The Unified Graduation Examination For Student From High School In China

If the issues that are increasingly apparent and still latent in the Unified Graduation Examination for Student from High School in China (UGESHSA) can be going to solved and perfected by itself, it is primarily decisive to entail its being rationally and systematically reflected.In the aims of evaluation, the UGESHSA is pledged for all kinds of great goals at first when it was rebuilt. Because of strong drive from instrumental rationality, however, they are going to be distanced and neglected in practice with time going. When the UGESHSA is being implemented and operated, which causes its being separated and opposed in different ways, it gradually is opposite to its original aims. The UGESHSA's value of exist understood anew, it is necessary that through reflectively thinking by itself, it should remove all stacks of blindness of instrumental rationality, and reset its goals: to facilitate all students individual to develop in full way.In the methods of evaluation, the UGESHSA's orientating positivism risks at making quantitative evaluation absolutely important and unsubstituted by severely excluding qualitative evaluation. Consequently, qualitative evaluation, as an evaluation paradigm, supplementing, including and integrating quantitative evaluation is one of directions of developing educational evaluation in China and all over the world. Also, it is a necessary reason to understand the harm of losing UGESHSA's aim and the value of its reasonably existing.In the evaluation standards, there are not only advantages in itself but also the "High-stake" and the limitations of "Behavioral Objectives" in the UGESHSA of objectives orientation. In order to get out of its limitations, it is necessary that evaluation standards in the UGESHSA should be reconstructed in a new way andendowed with new connotations based on the sound concepts of knowledge and learning.In the types of the UGESHSA, any kind of knowing it with blindness and by mistake results in inappropriately planning to apply it. Only when the UGESHSA is deconstructed systematically and its special multiple-type is interpreted properly which means it is regarded as diverse types of tests, namely level tests, summative tests, achievement tests and criterion-referenced tests, and so on, the sound UGESHSA will be reasonably constructed.