Research On The Policy Identity Of The Comprehensive Quality Evaluation Of Ordinary High School Students

Comprehensive quality evaluation is an important part of the evaluation of middle school students in education evaluation.It plays an important role in changing the long-standing educational tendency of "only score theory" in student evaluation and promoting the comprehensive and individual development of students.The new college entrance examination reform put forward that the comprehensive quality evaluation should be taken as an important reference for students to study and graduate,and issued the first document on the comprehensive quality evaluation of ordinary high school students,which resulted in a lot of researches and practices.Teachers and students,as the main target group,their recognition and understanding of the policy in the implementation process are directly related to the implementation effect of the policy.The study of teachers' and students' recognition of the comprehensive quality evaluation is of great significance to reform and promote the implementation of the comprehensive quality evaluation.Based on the text of "implementation measures for comprehensive quality evaluation of Shanghai ordinary high school students(trial)",this study used methods such as literature analysis,questionnaire survey and statistical analysis to explore the identification of teachers and students in Shanghai ordinary high school on comprehensive quality evaluation.A total of 98 teachers and 688 students from 2 experimental demonstration high schools,2 experimental demonstration high schools and 2 ordinary high schools were investigated.Descriptive analysis,difference analysis and correlation analysis were used to process the questionnaire data.It is found that the overall recognition degree of students is higher than that of teachers.Different types of schools have significant influence on the identification of comprehensive quality evaluation.Factors such as teachers' and students' gender,teachers' teaching years,educational background,professional title,position and teaching grade do not affect the evaluation and identification of comprehensive quality.Students' identification with comprehensive quality evaluation is as follows: 1.Theoverall identification degree is medium and high,with an average value of 3.96±1.045;2.The identity about evaluation of comprehensive quality is helpful for me to enter the ideal university,and the evaluation of comprehensive quality is helpful for me to change the tendency of "only score theory" is low.3.The recognition of the implementation is the highest,and the recognition of the content dimension is the lowest.4.Highly agree with the authenticity of the filling materials.Teachers' identification with comprehensive quality evaluation shows the following characteristics: 1.The overall identification is medium or low,with an average value of3.36±1.048;2.The identity about evaluation of comprehensive quality helps students to recognize the value of entering the ideal university and the evaluation of comprehensive quality promotes self-reflection and improves the recognition of educational and teaching results is low;3.The recognition of the implementation is the highest,and the recognition of the content of the existing comprehensive quality evaluation is not high.Only 36.7% of the teachers think that the content of the comprehensive quality evaluation is comprehensive and reasonable.4.About 50% of the teachers think that the results of comprehensive quality evaluation are authentic,and say that the comprehensive quality evaluation takes up a lot of their working time.Factors such as the limited role of comprehensive quality evaluation in college entrance examination,the unreasonable content of comprehensive quality evaluation,and the insufficient understanding of comprehensive quality evaluation by teachers and students affect the recognition of comprehensive quality evaluation by teachers and students.Therefore,it is suggested to strengthen policy publicity and improvement,give play to the role of school policy implementation and enhance teachers' ability to implement evaluation.To be specific,it should improve the influence of comprehensive quality evaluation on college entrance and continuously improve the content system of comprehensive quality evaluation.The school should strengthen the comprehensive quality appraisal policy the interpretation,bring the comprehensive quality appraisal into teacher's work scope;It issuggested that teachers should establish a scientific evaluation concept and constantly improve their practical evaluation skills.At the same time,systematic policy research should also be emphasized.