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分等、分水平是一种评价思路和评价结果的呈现方式;分类,从类别中看出个性差异,也是一种呈现方式,并且它比前者更为重要、更加迫切。今天大家对“综合素质评价”这个词并不陌生。上个世纪八十年代,我们就引进了布鲁姆的教育评价理论以及教育目标分类学;本世纪初,学生成长记录、综合素质评价体系与普通高中新课程改革一并推出;2014年下半年,新一轮考试招生制度改革启动,学生综合素质评价成为改革框架的重要组成部分。可见,“综合素质评价”越来越成为一个“热词”。
Grading, sub-level is a way to evaluate the way of thinking and evaluation results presented; classification, from the category to see individual differences, but also a presentation, and it is more important than the former, more urgent. Today everyone is not unfamiliar with the term “comprehensive quality evaluation.” In the 1980s, we introduced Broome’s educational evaluation theory and educational goal taxonomy. At the beginning of this century, the student growth record and overall quality evaluation system were introduced together with the ordinary high school new curriculum reform. In the second half of 2014 , A new round of examination admissions reform launched, the overall quality assessment of students as an important part of the reform framework. Can be seen, “comprehensive quality evaluation ” more and more become a “hot words ”.