Research On The Implementation Of Students’ Comprehensive Quality Evaluation Under The Framework Of Evidence-Based Practice

Comprehensive quality evaluation is an important change in the field of student evaluation,aiming to promote students’ comprehensive and individual development.The emergence of evidence-based practice has provided theoretical and methodological support to break through the dilemma of comprehensive quality evaluation,which is influenced by empiricism.Evidence-based practice is not only a concept and method,but also a "quadruple structure" action framework consisting of four main subjects: researcher,practitioner,practice object,and administrator.Evidence-based practice breaks the traditional empirical "authoritarian" practice model and emphasizes "evidence-based practice",which can avoid the disadvantages of low practice effect and waste of resources caused by subjective empirical decision-making,and thus enhance the scientificity of decision-making.Therefore,the development of comprehensive quality evaluation of students based on the evidence-based practice framework is conducive to improving the scientific and effective implementation,and thus fully manifesting the nurturing value and function of comprehensive quality evaluation.The implementation of comprehensive quality evaluation of students in the framework of evidence-based practice can provide evidence to support the promotion of comprehensive and individual development of students,lay the foundation for ensuring the "structural corroboration" of multiple evaluation subjects,and create conditions for bridging the gap between the theory and practice of comprehensive quality evaluation.The logic of its operation mainly includes subject orientation,internal mechanism and operation procedure.In terms of subject positioning,the researcher is the producer of the evidence for the implementation of comprehensive quality evaluation,the teacher is the explorer of the evidence for the implementation of comprehensive quality evaluation,the student is the source of the evidence for the implementation of comprehensive quality evaluation,and the administrator is the regulator of the evidence for the implementation of comprehensive quality evaluation.In terms of the internal mechanism,teachers,as researchers in the evidence-based practice framework of comprehensive quality evaluation,should target problematic points to produce scientific and effective assessment evidence,while practitioners should analyze the diagnostic status to collect high-quality evidence in the whole field,flexibly use the evidence to conduct evaluation and pay attention to students’ feedback,and integrate practice feedback and theoretical dynamics to improve the relevant evidence.In practice,teachers should follow the operation procedure of "knowing evidence-collecting evidence-applying evidence-revising evidence",specifically,teachers should proactively extract professional knowledge about comprehensive quality evaluation,actively collect evidence about comprehensive quality evaluation based on relevant theoretical knowledge,make concrete evaluation of students based on the collected evidence,and improve comprehensive quality evaluation based on the feedback.The implementation of student comprehensive quality evaluation based on the framework of evidence-based practice will face the obstacles of thinking,system,culture and technology.In order to break the inherent shortcomings,we need to achieve a conceptual breakthrough,change the traditional evaluation orientation to lay the foundation for evidence-based practice of comprehensive quality evaluation;carry out institutional optimization,"escort" the evidence-based implementation of comprehensive quality evaluation by improving the relevant system;carry out cultural reshaping,shape the evidence-based culture to create an ecological field for the scientific implementation of comprehensive quality evaluation;promote technological change,"make good use" of modern information technology to provide a scientific implementation of comprehensive quality evaluation.We also promote technological change and "make good use" of modern information technology to provide evidence-based support for the implementation of comprehensive quality evaluation;strengthen quality assurance and improve teachers’ evidence-based literacy to enhance the effectiveness of comprehensive quality evaluation implementation.