本文關(guān)鍵詞：高校學(xué)生質(zhì)性學(xué)業(yè)評價研究　出處：《河北師范大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

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【摘要】：高校學(xué)生學(xué)業(yè)評價是高校教育教學(xué)工作的重要一環(huán)，對學(xué)生的學(xué)業(yè)進行有效、準確的評價是促進學(xué)生全面發(fā)展、促進教師改進教學(xué)、提高高等教育質(zhì)量的重要保障。長期以來，以紙筆測驗為主的量化評價一直是我國高校對學(xué)生學(xué)業(yè)情況進行評價的主要方式，雖然這種方式追求精確、可量化，強調(diào)評價結(jié)果的客觀、公正，評價過程省時省力、易于操作，但忽視了評價對象的主體性，重結(jié)果、輕過程，在強調(diào)標準化的同時忽視了學(xué)生的個體差異。隨著量化學(xué)業(yè)評價弊端的日益暴露以及教育評價理論的不斷發(fā)展，與量化學(xué)業(yè)評價相對應(yīng)的質(zhì)性學(xué)業(yè)評價進入研究者視野，如何在學(xué)業(yè)評價中有效地運用質(zhì)性評價的方法來解決傳統(tǒng)學(xué)業(yè)評價中存在的弊端逐漸引起人們的關(guān)注。 質(zhì)性學(xué)業(yè)評價是在自然情境下，采用觀察、訪談、記錄等方式，收集學(xué)生在學(xué)習(xí)過程中的各種表現(xiàn)材料，對學(xué)生的學(xué)業(yè)成效以及在真實學(xué)習(xí)情境中的狀態(tài)、學(xué)習(xí)態(tài)度、情感價值觀等各方面進行描述和分析，解釋各種教育現(xiàn)象背后所蘊含的深層意義，對學(xué)生的學(xué)業(yè)情況做出盡可能完整全面評價的一種評價方法。在評價主體方面，質(zhì)性學(xué)業(yè)評價主張多元主體參與，強調(diào)評價雙方互動溝通；在評價過程方面，注重真實情景中的評價，強調(diào)評價的動態(tài)性，關(guān)注學(xué)業(yè)評價過程中的生成價值；在評價內(nèi)容及標準方面，強調(diào)對學(xué)生智力和非智力因素等多方面的全面評價，突出學(xué)生個體差異，重視學(xué)生整體發(fā)展；在評價方法方面，強調(diào)描述、記錄；在評價結(jié)果方面，重視評價結(jié)果的及時反饋，強調(diào)評價結(jié)果的反思性和改進性。表現(xiàn)性評價、檔案袋評價、情境模擬、作品展示等是主要的質(zhì)性學(xué)業(yè)評價方式。 國外高校中較早使用質(zhì)性學(xué)業(yè)評價方法，其中美英兩國較為典型。20世紀90年代以來，質(zhì)性評價逐漸在美國高校學(xué)生學(xué)業(yè)評價中占據(jù)主導(dǎo)地位，美國高校更加注重在真實情境中評價學(xué)生，出現(xiàn)了檔案袋評價、表現(xiàn)性評價、對具體技能的評價、真實性評價等質(zhì)性評價方法。美國高校的學(xué)業(yè)評價更傾向于全程評價，評價內(nèi)容覆蓋范圍廣，評價主體多元化，評價方法方面并沒有完全摒棄量化評價，而是采用量化評價與質(zhì)性評價相結(jié)合。英國高校更為重視對學(xué)生綜合素質(zhì)的評價，強調(diào)過程性和形成性評價，將質(zhì)性學(xué)業(yè)評價注重“生成價值”、強調(diào)以人為本的評價理念貫穿于學(xué)業(yè)評價的各個環(huán)節(jié)。國外高校的經(jīng)驗對于我國高校具有重要的啟示意義：首先，學(xué)業(yè)評價應(yīng)注重價值多元，強調(diào)溝通、協(xié)商；其次，應(yīng)完善學(xué)業(yè)評價功能，注重評價內(nèi)容的全面性；再次，應(yīng)綜合運用質(zhì)性和量化學(xué)業(yè)評價方法。 為了進一步了解我國高校學(xué)生質(zhì)性學(xué)業(yè)評價的實踐情況，在理論梳理的同時，通過問卷和訪談的調(diào)查形式，對河北省部分高校的師生進行調(diào)查研究，了解我國高校質(zhì)性學(xué)業(yè)評價的現(xiàn)狀以及高校師生對于開展質(zhì)性學(xué)業(yè)評價的態(tài)度、意向。調(diào)查顯示，絕大多數(shù)師生贊同實施質(zhì)性學(xué)業(yè)評價，描述性評語、情境模擬、成長記錄袋、作品展示等多種質(zhì)性評價方法在一些高校中得到運用；學(xué)生們傾向于多元主體參與評價，發(fā)揮自身的主體地位，希望參與評價后的交流反饋環(huán)節(jié)；在評價結(jié)果的運用上，學(xué)生們希望能突出評價的激勵、改進功能。 在調(diào)查中還發(fā)現(xiàn)了我國高校質(zhì)性學(xué)業(yè)評價在取得一定成效的同時也存在著一些問題，如對質(zhì)性評價理念認識不清、加重了教師的工作量、評價過程可操作性較差、評價的信效度難以保證等。這些問題是由于質(zhì)性學(xué)業(yè)評價理念與傳統(tǒng)理念相沖突，對于質(zhì)性學(xué)業(yè)評價的理論研究尚不完善、質(zhì)性評價本身存在缺陷等原因造成的。 結(jié)合國外高校的實踐經(jīng)驗以及我國高校師生的態(tài)度、意向，建議在實施質(zhì)性學(xué)業(yè)評價時，首先要更新學(xué)生學(xué)業(yè)評價理念，轉(zhuǎn)變傳統(tǒng)的評價觀念，樹立人文主義、發(fā)展性、過程性等以促進學(xué)生全面發(fā)展為目的的學(xué)業(yè)評價理念；其次，加強質(zhì)性學(xué)業(yè)評價理論的本土化研究，從多角度創(chuàng)建有利于質(zhì)性學(xué)業(yè)評價開展的環(huán)境；再次，完善高校學(xué)生質(zhì)性學(xué)業(yè)評價的運行機制，，包括建立多元質(zhì)性學(xué)業(yè)評價模式、科學(xué)設(shè)計評價過程、規(guī)范高校質(zhì)性學(xué)業(yè)評價的程序等方面；最后，完善高校學(xué)生質(zhì)性學(xué)業(yè)評價的監(jiān)督、保障機制，如建立相應(yīng)的監(jiān)督機構(gòu)、改革現(xiàn)行的考試制度、完善外部保障機制等。
[Abstract]:College student academic assessment of college teaching is an important part of the work of the students effectively, accurate evaluation is to promote the all-round development of students, and promote teachers to improve their teaching, an important guarantee to improve the quality of higher education. For a long time, quantitative evaluation with pen and paper test has been the main way to evaluate the colleges and universities in China the student academic performance, although this pursuit of accurate, quantifiable, emphasize the evaluation results of the objective, impartial evaluation process, time-saving, easy to operate, but ignore the subjectivity of evaluation objects, heavy result, light process, while emphasizing standardization to ignore the individual differences of students. With the increasing of exposure assessment studies evaluation and development problems of education evaluation theory, evaluation and quantitative studies the corresponding evaluation qualitative studies by the researchers, how to effectively carry on the academic evaluation The use of qualitative evaluation methods to solve the shortcomings of the traditional academic evaluation has gradually aroused people's attention.
The quality of academic evaluation in the natural circumstance, by observation, interview records, etc., to collect various materials in the performance of students in the learning process, the students' academic achievement and status in the real learning environment, learning attitude, emotion and values and other aspects are described and analyzed, the deeper meaning behind the interpretation of all the phenomenon of education includes the academic situation for students to make a comprehensive evaluation method of evaluation as complete as possible. In the evaluation of the main ideas, academic evaluation of the quality of multi subject participation, emphasize the evaluation of mutual communication; in the process of evaluation, evaluation on the real situation, emphasizing the dynamic nature of the evaluation, focus on generating value in the process of academic evaluation; in the evaluation contents and standards, emphasizing the comprehensive evaluation on the aspects of students' intelligence and non intelligence factors, highlight the individual differences of students, pay attention to students in the whole The development of; in the evaluation method, emphasize the description of records; in the evaluation results, the importance of the evaluation results timely feedback, reflection and improvement on the evaluation result. Simulation of performance assessment, portfolio assessment, situation, works are of academic evaluation of the quality of the main way.
Qualitative assessment method used earlier in foreign universities, which is a typical.20 century between Britain and the United States since 90s, qualitative evaluation gradually occupy the dominant position in the academic evaluation of students in Colleges and universities in the United States, American universities pay more attention to the evaluation of students in the real situation, the portfolio assessment, performance assessment and evaluation of specific skills. The authenticity of the evaluation of qualitative evaluation methods. The academic evaluation of American colleges and universities tend to process evaluation, evaluation content covering a wide range of various evaluation subjects, evaluation methods and did not completely abandon the quantitative evaluation, but the quantitative evaluation and qualitative evaluation. British Universities pay more attention to the evaluation of students' comprehensive quality. Emphasizing the process and formative evaluation, will focus on the academic evaluation of the quality of "creating value", emphasizing people-oriented evaluation concept runs through every link in the academic evaluation. The experience has important implications for China's colleges and Universities: first, academic evaluation should focus on value pluralism, emphasis on communication, negotiation; secondly, we should perfect the academic evaluation function, comprehensive evaluation on the content; again, should use a combination of qualitative and quantitative evaluation method of chemical industry.
In order to further understand the practice of the evaluation of university student academic quality in our country, in theory at the same time, through the investigation of questionnaires and interviews, investigation and Research on the part of teachers and students in Colleges and universities in Hebei Province, to understand the students to carry out academic evaluation of the quality of the attitude, intention of the status quo of college academic evaluation of the quality of China's colleges and universities teachers survey shows that most teachers and students agree with the implementation of the quality of academic evaluation, descriptive reviews, situation simulation, growth record bag, a variety of qualitative evaluation methods are used in the works of some colleges and universities; students in evaluation to multi subject participation, play its dominant position, hope to participate in the evaluation after the exchange of feedback; in the use of evaluation results, the students hope to highlight the evaluation incentive, improved function.
In the survey also found that the academic evaluation of the quality of our country also exist some problems while making certain achievements, such as the recognition of qualitative evaluation concept is not clear, increase the workload of teachers, evaluation of poor operability, reliability and validity evaluation is difficult to ensure. These problems are due to conflicting qualitative studies evaluation of ideas and the traditional concept of the theoretical study of academic evaluation of the quality is not perfect, the quality evaluation itself has defects and other reasons.
Combined with the practical experience and the attitude of foreign universities, colleges and universities in China and suggestions in the implementation of the intention of academic evaluation of the quality, we must first update the student academic evaluation concept, change the traditional evaluation idea, establish humanism, development process, to promote the all-round development of students for academic evaluation goal; secondly, strengthen the the localization of academic evaluation of the quality of the theory, from the perspective of creating conducive to the development of academic evaluation of the quality of the environment; thirdly, perfect the mechanism of academic evaluation of the quality of college students, including the establishment of multiple academic evaluation of the quality of scientific evaluation model, design process, the academic evaluation of the quality of standardized procedures; finally, perfect supervision of academic evaluation of the quality of College Students' security mechanism, such as the establishment of corresponding supervision mechanism, reform the existing examination system, improve the external guarantee mechanism.

【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G642.0

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