Meta-evaluation Of High School Students' Comprehensive Quality Evaluation Based On CIPP Model

According to the current situation of domestic and international education and the requirements of future social development,China has launched the reform of education mode and examination and enrollment system in ordinary high schools,which requires all high schools to carry out " Educating five domains simultaneously",developing all-around quality education.At the same time,colleges and universities are required to select the best students according to the unified college entrance examination results,the academic level examination results of senior high school students and the evaluation of students' comprehensive quality.The documentary comprehensive quality evaluation of senior high school students has become an important part of student evaluation.It is of great significance to carry out and promote the meta-evaluation on senior high school students' comprehensive quality evaluation.Based on the implementation measures for comprehensive quality evaluation of senior high school students in Sichuan Province and according to the requirements of relevance and diversity of meta evaluation participants,the author determines the heads of education departments,school comprehensive evaluation managers,head teachers,students' parents and students as meta evaluation participants of students' comprehensive quality evaluation.Based on CIPP evaluation model,the meta-evaluation index system of student comprehensive quality evaluation was constructed by literature method and Delphi method from four dimensions of comprehensive evaluation background,condition guarantee,implementation process and comprehensive evaluation results.And makes an empirical study on 700 senior high school students,24 head teachers,4 school comprehensive evaluation managers,24 students' parents and 2 heads of education departments in four schools at different levels in Chengdu.According to the analysis of students' questionnaire data,in the background dimension of the comprehensive evaluation,the policy objectives of documentary comprehensive quality in Chengdu are highly consistent with students' needs and meet the legitimacy standard of the evaluation.However,there are some problems that do not meet the standards of practicability,feasibility,legitimacy or accuracy in the specific indicators of the three dimensions of condition guarantee,implementation process and comprehensive evaluation results.The author further analyzes the differences in the meta evaluation results of students' gender,grade,school type and school nature,and comes to the conclusion that there is no significant difference in the comprehensive quality evaluation results of senior high school students of different genders,the evaluation results of senior high school students in the four dimensions are better than those of senior high school students in the third grade,and the implementation status of comprehensive evaluation of general senior high schools in the four levels is the least ideal,and the meta evaluation results of the comprehensive evaluation of public high schools in four dimensions are better than those of private high schools.From the analysis of the meta evaluation results of four dimensions,we can draw the following four conclusions:(1)the comprehensive evaluation objectives of Chengdu are consistent with the needs of students,but the academic pressure hinders its in-depth implementation;(2)The comprehensive evaluation organization is well guaranteed,but the professional support and resource guarantee for the implementation subject are insufficient;(3)The organization and development of comprehensive evaluation are not good,and the supervision and guarantee are relatively lack;(4)There are group differences in the promotion of comprehensive evaluation on students,and the application of comprehensive evaluation archives is relatively limited.Based on the meta evaluation results and conclusions of the comprehensive quality evaluation of senior high school students in four schools in Chengdu,from the four dimensions of the comprehensive evaluation background,condition guarantee,implementation process and results,the author puts forward to strengthen the publicity of relevant policies,scientifically reduce students' academic pressure,strengthen the training to improve the professional ability of the evaluation subject,enrich the courses to cultivate students' comprehensive quality,and increase the activities to cultivate students' comprehensive quality.It is suggested to standardize the frequency and procedure of student records and selection of head teachers,standardize the frequency and procedure of publicity of realistic materials,implement the supervision and guarantee system of comprehensive evaluation,improve the reference form of comprehensive evaluation archives for college enrollment,and innovate other ways of using comprehensive evaluation archives.