Educational Evaluation Examination Material 20

1. Diagnostic evaluation.

Diagnostic evaluation refers to the evaluation of the learning readiness of the evaluation object before the start of teaching activities, so as to take corresponding measures to make the teaching plan smooth and effective implementation. Diagnostic evaluations are generally conducted at the beginning of the course, semester, or academic year, or when needed in the course of teaching. Its role is twofold:

First, determine the student's level of readiness for learning. Second, students should be appropriately accommodated.

2. Formative evaluation.

Formative evaluation is an evaluation that determines students' learning outcomes in order to regulate and improve teaching activities and ensure that teaching goals are achieved in the teaching process. The main purpose of formative assessment is to improve and refine the teaching and learning process, and the steps are:

Determine the objectives and content of formative learning units and analyze their main points and the hierarchical relationships between them.

Implement formative testing. The test includes all the key points of the unit being tested, and the teacher should analyze the results in a timely manner after the test is carried out, and work with the students to improve and consolidate the teaching.

Implement parallelism testing. The aim is to review and consolidate what students have learned, to ensure mastery and to lay the foundation for later learning.

3. Summative evaluation.

Summative evaluation is based on the pre-set teaching objectives, and evaluates the degree to which the evaluation object achieves the goals, that is, the teaching effect. Summative evaluation focuses on the overall degree of students' mastery of a certain subject, with a high level of generalization and a wide range of test content, which is often conducted in the middle of the semester or at the end of the semester, and the number of times is small.

According to the criteria referenced in the evaluation, it is divided into: (1) goal-referenced evaluation and (2) norm-referenced evaluation.

2) According to the different methods and standards used in evaluation, it can be divided into: relative evaluation and absolute evaluation. [3]

4. Relativity evaluation.

The relative evaluation method is an evaluation method that selects one or several objects from the set of evaluation objects as a benchmark, compares the remainder with the benchmark, ranks the rankings, and compares the advantages and disadvantages. The relative evaluation method is convenient for students to judge their own position in comparison with each other and stimulate a sense of competition.

5. Absolute evaluation.

The absolute evaluation method is an evaluation method that determines an objective criterion outside the set of evaluated objects, compares the evaluation objects with this objective standard, and judges the degree of achievement.

Absolute evaluation sets objective standards other than the evaluation object, and examines whether the teaching objectives are achieved, which can promote students to be targeted, take the initiative to learn, and find gaps in time according to the evaluation results, adjust themselves, and have obvious educational significance.

1. Research, improve and develop the curriculum.

Curriculum evaluation for the purpose of researching, improving and developing the curriculum requires continuous identification of problems in the course evaluation process. That is, to come up with the "why" and try to explain it. It emphasizes the process, adjustment and promotion of course evaluation.

This evaluation process is not only the result of the research process, but also the development and improvement of the old curriculum and the development of new courses, as well as the development and improvement of the evaluator's own professional and cultural level. In other words, in the process of discovering problems, finding answers and solving problems, evaluators continue to deepen their understanding of curriculum problems, form new ideas and accumulate new curriculum experience.

2. Management courses.

The evaluation for the purpose of curriculum management generally takes the selection, promotion of curriculum and appraisal of the quality of preschool education as its main functions.

To select and promote a curriculum model, it is necessary to conduct a rational analysis of the curriculum plan or evaluate its actual effect. Make a value judgment on the nature, characteristics, and scope of use of the course, and then decide whether it can be adopted, whether it is worth promoting, if it is determined to promote, then it is necessary to point out the problems that should be paid attention to in the promotion, whether it is a popular course in China, or a course introduced from abroad, it is necessary to make this identification, and then decide on the trade-off. At the same time, curriculum evaluation can also be used as a means of identification of the grading and classification acceptance of pre-school educational institutions, of course, its purpose is mainly to serve the management and appraisal of pre-school educational institutions.

In fact, when curriculum researchers and teachers are the main body of curriculum evaluation, the purpose of curriculum evaluation will be to improve, perfect, develop and develop the curriculum. When educational administrators and administrators are the main body of curriculum evaluation, the purpose of curriculum evaluation will be to identify, select, promote, and manage courses. However, from the perspective of curriculum research, especially when curriculum evaluation teachers select various versions of teaching materials and design educational activities, and even refer to the traditional educational plans and lesson plans of the kindergarten, they also need to make high-quality identification.

Educational evaluation is a process that provides a basis for improving the quality of education and making decisions on education by using feasible scientific means and systematically collecting information and analyzing and sorting out educational activities and educational results according to certain educational values or educational goals.

There are many and rich educational evaluation items, and they are either the same because of one criterion, or they are different types of scattered because of another criterion.

1. According to the evaluation criteria, it can be divided into relative evaluation, absolute evaluation, intra-individual difference evaluation, norm-referenced evaluation and standard-referenced evaluation;

2. According to the function of evaluation, it can be divided into diagnostic evaluation, formative evaluation and summative evaluation;

3. According to the scope of the evaluation object, it can be divided into overall evaluation, individual evaluation, group evaluation and individual evaluation;

4. According to the level of the evaluation school, it can be divided into higher education evaluation, secondary school evaluation, and primary school evaluation;

5. According to the category of evaluation schools, it can be divided into vocational school evaluation, professional school evaluation, normal school evaluation, and special education school evaluation;

6. According to the identity of the evaluation subject, it can be divided into self-evaluation and evaluation by others;

7. According to whether mathematical methods are used, it can be divided into quantitative evaluation and non-quantitative evaluation.

Interpretation: Educational evaluation is a process that provides a basis for improving the quality of education and making decisions on education by using feasible scientific means and systematically collecting information and analyzing and sorting out educational activities and educational results according to certain educational values or educational goals.

Understanding: Educational evaluation is the activity of judging the extent to which educational evaluation meets the needs of society and individuals. It is the process of judging the actual (already obtained) or potential (not yet obtained, but likely to achieve) value of educational activities, with a view to achieving the added value of education.

Educational evaluation is a process of making value judgments on educational activities, educational processes and educational results based on certain educational values or educational goals, using feasible scientific means, systematically collecting information and analyzing and sorting, so as to provide a basis for improving the quality of education and making decisions.

Educational evaluation items are numerous and rich in content, and they show a variety of relationships with each other, and they are either the same because of one criterion or different types because of another criterion. According to the evaluation criteria, it can be divided into relative evaluation, absolute evaluation, intra-individual difference evaluation, norm-referenced evaluation and standard-referenced evaluation. According to the function of evaluation, it can be divided into diagnostic evaluation, formative evaluation, and summative evaluation. According to the scope of the evaluation object, it can be divided into overall evaluation, individual evaluation, group evaluation and individual evaluation. According to the level of the evaluation school, it can be divided into higher education evaluation, secondary school evaluation, and primary school evaluation; According to the category of evaluation schools, it can be divided into vocational school evaluation, professional school evaluation, normal school evaluation, and special education school evaluation; According to the identity of the evaluation subject, it can be divided into self-evaluation and others' evaluation; According to whether mathematical methods are used, it can be divided into quantitative evaluation and non-quantitative evaluation.

The description of assessment and evaluation in education is incorrect: assessment is the basis of evaluation.

What is correct is that educational evaluation and educational evaluation are two completely different stages, evaluation is a factual judgment, evaluation is a value judgment, educational evaluation is the measurement of educational results, and educational evaluation is the value judgment of educational results.

The difference between educational assessment and evaluation is respectful:

The index system of teaching evaluation involves all aspects of the school's work, which reflects the basic requirements of the national education policy for undergraduate teaching and talent training in colleges and universities, and is a comprehensive evaluation of the school's school-running level and conditions, not just the evaluation of teaching work.

The first-level indicators of the evaluation index system include: guiding ideology, teaching staff, teaching conditions and utilization, teaching construction and reform, teaching management, study style, teaching effect and characteristic projects. The first seven first-level indicators are further divided into 18 second-level indicators, including 11 important indicators and 7 general indicators.

The characteristics of teaching evaluation are: first, it is highly authoritative. The expert group was commissioned by the Ministry of Education.

Second, it is fundamental. Quality is the "lifeline" of higher education, and undergraduate teaching is the foundation of the quality of education in all colleges and universities. Third, it has social impact.

The announcement of the evaluation results has a wide and profound impact on the social image and social status of the school. Fourth, it is comprehensive. The name is teaching evaluation, but the essence is a comprehensive evaluation of the school's level and ability.

Teaching evaluation is to use all feasible evaluation methods and techniques to give value judgments on the teaching over-judgment macrocourse and all expected effects according to the teaching purpose and teaching principles, so as to provide information to improve teaching and make some qualification certification for the evaluated object.