Research On The Fairness Of Pupils' Comprehensive Quality Evaluation

At present,the relevant researches on the fairness of assessment of pupils’ comprehensive quality are rare.People’s understanding of the connotation,basic dimensions,current situation,problems and their root causes,and ways of improvement of the fairness in the assessment of pupils’ comprehensive quality is still in a vague state.The purpose of this study is to introduce the general situation of the research on the fairness of assessment of pupils’ comprehensive quality,and to summarize the development trend and basic viewpoints of the existing research.Moreover,this paper comments the basic viewpoints of the existing research,summarizes the progress it has made and the theoretical blind spots that still exist,and points out the breakthroughs of this study.And then,it clarifies the basic meaning of fairness in the assessment of pupils’ comprehensive quality,including concept and dimensions.According to the concept and dimensions,questionnaire and interview outline are designed.Questionnaire survey,interview survey and case study are carried out in Z primary school in Guangzhou.There are some problems in the fairness of assessment of pupils’ comprehensive quality currently: narrowing comprehension of pupils’ comprehensive quality;single assessment subject;neglecting pupils’ some assessment rights;lack of democratic consultation in the formulation of assessment implementation rules;it is easy to make some pupils always fail;replacing comprehensive quality assessment criteria with academic achievements;lack of objective accurate and effective assessment criteria;it is utilitarian when teachers make use of the assessment methods;teachers do not pay enough attention to ensure the validity of assessment.Therefore,depending on the problems and their reasons,this paper tries to puts forward improved suggestions.Firstly,the suggestions of the fairness of assessment subject are that reconstructing the concept of comprehensive quality through teacher education,advocating diversification of the assessment subject of comprehensive quality,and respecting pupils’ comprehensive quality assessment rights.Secondly,the suggestions of the fairness of assessment procedure and content are that enhancing teachers’ democratic consultation consciousness and selecting assessment content for all pupils.Thirdly,the suggestions of the fairness of assessment criteria are that sticking to the independence of comprehensive quality assessment criteria and formulating objective and effective comprehensive quality assessment criteria.Fourthly,the suggestions of the fairness of assessment methods are that helping teachers to avoid utilitarian tendencies of assessment methods and to master the methods of ensuring the validity of assessment.