Comprehensive evaluation refers to the formulation of a series of quantitative indicators and implementation rules for college students' moral, intellectual and physical aspects, usually once a semester. It is an important basis and reference for college students' scholarships, the selection of three good students and the employment of graduates, and it is a job closely related to every college student. However, due to the defect of artificial complete quantification, comprehensive evaluation has entered an embarrassing situation of "students' exclusion and teachers' headache"
1. The evaluation system is imperfect and the index setting is unreasonable.
In the "comprehensive evaluation method" of most colleges and universities, moral education, intellectual education and physical education are regarded as three basic indicators in the index system, and corresponding scores are given. If we analyze this framework system with the ideas and concepts of quality education advocated at present, we will find the limitations of this framework system:
First, the standards of moral education are conceptualized. The comprehensive evaluation system for college students can be qualitative or quantitative, but as an evaluation mechanism, it rejects the concept slogan. Colleges and universities lack the spirit of keeping pace with the times and the consciousness of pioneering and innovating when formulating students' moral education goals and standards, and most of them stay on the slogan of "adhering to the four cardinal principles", with clear concepts and vague specific standards, which leads everyone to get full marks in this score and deny individual differences in the moral level of the subject.
Secondly, there are differences in the standards of intellectual education. At present, the comprehensive evaluation implemented by many universities in China only focuses on the aspect of "intelligence". Taking test scores as the standard to measure students' "intellectual education" level obliterates students' innovative consciousness, disconnects students from society and lacks social practice ability. Intellectual education, which accounts for a large proportion in the evaluation, leads students to pursue the balanced development of all subjects too much. Many students neglect the cultivation of comprehensive quality and ability in order to get high marks in all subjects, which deviates from the talent cultivation goal of universities and is a misunderstanding of all-round development. Although this evaluation affirms the difference of students' knowledge accumulation, intellectual education should refer to students' learning ability, not just academic performance.
Third, the modeling of sports standards. At present, many colleges and universities regard systematic testing as a comprehensive evaluation of college students' sports achievements, which cannot reflect whether a college student's physical and mental development is healthy or not. In the future, the society will have a high demand for college students' physical and mental quality. Without good physical fitness, they can't adapt to the fierce competition and tense life in the future. It can be said that a healthy body is the premise and foundation for making contributions to socialist modernization in the future. In the 2 1 century, which is characterized by openness, cooperation and competition, there is another important aspect among the important qualities put forward for talents, that is, healthy psychological quality, which is the premise of the perfect combination of intellectual factors and non-intellectual factors. However, it is customary to take only the results of systematic tests as sports results.
Fourth, the reward and punishment standards are institutionalized. Reward and punishment points are directly added on the basis of the above achievements, which plays a very important role in the comprehensive evaluation results. For these extra points, students may actively strive to be student cadres, hoping that the higher the "student cadre level", the better, because the higher the "level", the higher the score; In order to get extra points, I have to do something that I can't do, such as being in poor health, but "actively" participating in blood donation because of the higher score of unpaid blood donation. What is cultivated in this way is not a truly comprehensive college student, but a utilitarian and hypocritical college student. This bonus system can't fully reflect the quality of students, and it doesn't have all the real significance for improving students' quality.
2. There is a big deviation between the evaluation system and the social requirements for the quality of college graduates.
At present, when selecting college graduates, employers not only look at academic performance, but also selectively put forward requirements for political quality, innovative consciousness, enterprising spirit, cooperative spirit and collective honor, foreign language, computer level, innovative ability, logical thinking ability, practical ability and communicative ability. The current comprehensive evaluation system can't provide more specific basis for college graduates' employment and employers' inspection of graduates, which easily leads to the dislocation between social needs and college students' self-orientation. This kind of evaluation is difficult to highlight students' innovative ability and spirit in the evaluation, and can't scientifically reflect each student's personality development and the degree to which each student achieves the training goal, which is not conducive to students' all-round quality development and employment. In terms of being a man, party member and student cadres used to be college students that employers wanted to assign, and they paid more attention to students' "political quality"; Now, although employers put forward "party member Priority", they put more emphasis on the ability of "unity and cooperation" and "self-discipline". Employers generally pursue "loyalty" and "honesty and kindness" in doing things, but now employers pay more attention to "independent innovation" and "flexibility". Employers have higher and higher requirements for the quality of graduates, and compound, innovative and cooperative talents have become "hot items". Nowadays, many employers adopt the method of "recruiting students" instead of relying on the evaluation and appraisal of schools to recruit talents, which is an important reason [3].
3. There are loopholes in the operation of the evaluation system, which is not conducive to quality education.
In most colleges and universities, the comprehensive evaluation score = moral education score+intellectual education score+physical education score+reward and punishment score. Moral education is assessed by counselors, class teachers and student cadres. In order to get higher moral education scores, some students try to leave a good impression on their teachers by forming gangs among their classmates and making superficial articles, which also gives some participating counselors, class teachers and student cadres a great right to speak, and also gives birth to some bad behaviors of respecting teachers in various ways. Academic achievements are obtained through exams, and moral education is obtained by feelings. Usually, there is no record of honesty in performance, which is easy for students to lose their life value in the pursuit of intrigue. This is worthy of everyone's conviction. For example, China Youth Daily reported an article entitled "Some college students compete for scholarships by hook or by crook" on June, 200510. This phenomenon is not uncommon, and it has also aroused widespread concern and attention in colleges and universities.
Second, the objective basis for reconstructing the comprehensive evaluation index system of college students
The purpose of the comprehensive evaluation system for college students is to formulate specific objective evaluation criteria with both purpose and regularity through rational thinking according to the party's educational policy and school's educational objectives, taking into account students' moral cultivation and students' will quality; Considering the accumulation of students' humanistic knowledge and the cultivation of students' humanistic spirit; Consider both students' perception of new things and their development potential. We should examine the humanistic spirit from the aspects of psychology, physiology and ability, and pay attention to the construction of students and the cultivation of innovative spirit. Its principle should be an attitude of emancipating the mind and seeking truth from facts, rather than a rigid understanding of the comprehensive principle of morality, intelligence and physique. Don't equate "moral education" with concept, "intellectual education" with examination results, and "physical education" with reaching the standard. In order to change this one-sided and backward evaluation method, a set of scientific, reasonable and operable comprehensive quality evaluation must be established to make the content of quality education concrete and quantitative. According to the practical experience of colleges and universities, the author thinks that the main contents of the comprehensive evaluation index of college students' quality are:
1. Scoring method
N = a× 20%+b× 60%+c×10%+d×10%, where N is the comprehensive evaluation result, and A, B, C and D are ideological and moral quality, scientific and cultural quality, physical and mental health quality and development quality respectively. The system includes four first-class indicators, and the weight coefficients of different indicators are 0.2, 0.6, 0. 1 and 0. 1 respectively. Each first-level indicator contains two-level indicators, and each second-level indicator contains several evaluation factors. The weight coefficients of indicators and evaluation factors are generally set according to the importance of each indicator.
2. Evaluation content and calculation of each score
(1) The ideological and moral quality (20%) consists of three parts: the results of ideological and political theory course, the results of conduct evaluation and the results of class teacher evaluation. The total score is 20 points, including 6 points for theory class, 10 for conduct evaluation, and 4 points for class teacher evaluation.
The score of ideological and political theory course is 6% of the average credits of each course. Ideological and political theory courses include the principles of Marxist philosophy, the principles of Marxist political economy, an introduction to Mao Zedong Thought, and an introduction to Deng Xiaoping Theory and Theory of Three Represents.
Conduct evaluation content * * * is divided into ten items: political performance, professional thinking, learning attitude, law-abiding, collective concept, thrift, labor concept, civilized cultivation, law-abiding, unity and friendship, with one point for each item, and the average score for students in this class is the same.
(2) Scientific and cultural quality (60%) consists of basic knowledge, ability, professional skills and cultural literacy. The total score is 60 points, including 30 points for basic knowledge, 20 points for professional skills, and 0/0 for cultural literacy.
The score of basic knowledge, ability and quality is 30% of the average credit of basic courses of each major. The average credit is the sum of credits (the actual score of each course multiplied by the academic score of that course) divided by the total academic score.
The score of professional skills and quality is 20% of the average credits of elective courses in each major.
The quality of cultural literacy has three contents, namely, the degree of understanding and mastering cultural knowledge (4 points), the ability to distinguish beauty from ugliness (3 points) and paying attention to expressing beauty (3 points). Its operation can be composed of two parts: peer evaluation and teacher evaluation.
(3) Physical and mental health quality (10%) consists of physical quality and psychological quality. Total score 10, including 5 points for physical quality and 5 points for psychological quality.
The physical fitness score consists of three parts: physical education class score, physical fitness test score and extracurricular group activities. The scores of each part are 2 points, 2 points and 1 point in turn.
The contents of psychological quality include good self-awareness, enterprising spirit, emotional coordination and control ability, positive and optimistic attitude towards life and good mass relations. One point for each item, with the same score for the students in this class, and the average value.
(4) Developmental quality [4] (10%) consists of four parts: creative ability, organizational management ability, artistic and sports competitive specialty and other abilities. The scores of each part are 3 points, 2 points, 2 points and 3 points in turn.
Innovation ability includes scientific and technological competitions and scientific and technological achievements. Participation in scientific and technological achievements competitions at or above the school level is based on award-winning certificates or documents, and academic papers are based on official publications. Published works and patents must be recommended by experts and professors and approved by the Ministry of Science and Technology or the Ministry of Humanities and Social Sciences of the University.
Organizational management ability includes unified management and graded assessment of student cadres at all levels. Student cadres at all levels are graded by their units and weighted by colleges.
The competitive specialty of literature and art sports mainly refers to bonus points according to the awards or recognition of culture and art, sports activities and other related activities at or above the school level, but when an activity gets more awards, it does not accumulate bonus points.
Other abilities include English, computer, social practice, operational skills, standards set by the school, special recognition for students' outstanding performance, and extra points on the basis of elective courses, minor courses, second major and second degree.
3. Thoughts on improving the comprehensive evaluation system for college students
As the cradle of cultivating talents for socialist modernization, it is a long-term and important task for colleges and universities to deepen education reform and comprehensively promote quality education. The comprehensive evaluation system of college students should be the basis of scientific evaluation of college students' comprehensive quality and the supplement and perfection of students' academic evaluation. To establish a scientific comprehensive evaluation system for college students, we should strive to do the following:
1. The principle of combining quantitative evaluation with qualitative analysis. The objectives of comprehensive quality evaluation are diverse, and the evaluation methods and subjects are diverse. We should care about both the process and the results. Therefore, it is impossible to treat the ever-changing evaluation objects with a unified evaluation index, and it is impossible to rely entirely on quantitative evaluation methods. In this regard, we can learn from the practice of "Evaluation Scheme of Undergraduate Teaching Level in Higher Industrial Colleges", and adopt the method of "multi-factor state equation" plus "evaluation suggestion" in the expression of evaluation, such as the evaluation conclusion: xn = x1n1+x2n2+X3N3+X4N4 (x, n are your weights and coefficients respectively). Evaluation suggestions: affirmation of students' advantages, evaluation of shortcomings and suggestions for improvement.
2. Establish and improve a powerful guarantee mechanism for the quality development of college students. As a powerful guarantee for the quality evaluation of college students, the most important thing is that the school should set up a "talent training committee" and a "quality evaluation center for college students", strengthen the theoretical research and work coordination between talent training and quality evaluation, and solve the problem of "two skins" between talent training and quality evaluation. In personnel training, we should be market-oriented, explore the training mode of combining Industry-University-Research, cultivate talents popular with the society, and pay attention to the cultivation of core knowledge, core competence and core quality. "College students' quality evaluation center" should be led by the Student Affairs Office and the Youth League Committee, and be responsible for the quality evaluation and evaluation of college students. The "College Students' Quality Evaluation Center" should hold regular meetings, revise the comprehensive evaluation standards of college students in time, and form a powerful guarantee mechanism for the coordination of talent training and quality evaluation.
3. The evaluation work should be more transparent and "three publicity". 1. Evaluators should be open and recommended by each class. Second, the evaluation process should be open, and we should constantly accept the supervision of other students and correct the problems existing in the evaluation in time. Third, the evaluation results should be made public, and the evaluation results should be made public within a certain range, especially the specific reasons for each student's plus or minus points.
4. Increase the publicity of the program. Judging from the evaluation work, many problems are due to the deviation of the understanding of the plan between the evaluation team and the students, which is of course inaccurate and not rigorous. Even some very clear rules, because students understand from different angles, will have different understandings. Therefore, it is necessary to unify students' understanding of the program through publicity to avoid misunderstanding. In order to make it easier for students to understand and master, it is necessary to send the evaluation plan to each dormitory, and the class teacher will organize a special study plan, and then the class teacher will hold a class meeting to explain it.
In a word, students are the object of comprehensive evaluation, and the key to the comprehensive evaluation system is whether it is conducive to the overall improvement of students' quality and the development of students' innovation ability and re-learning ability. The comprehensive evaluation system of students should not be single and unchangeable. We should not only start with theoretical research, but also improve the evaluation system of students' comprehensive quality step by step based on the social demand for talents' quality.