教育评价问题是教育科研的重要领域。它既是个理论问题,也是当前迫切需要解决的实践问题。正确地评价学校、教师、学生不仅是加强学校科学化管理的手段,而且可以为检验教改成效提供科学的数据。近来,各地都从不同角度研究、制订了不少评价方案,这是可喜的现象。然而,从我市一些部门和单位制订的评价方案看,我认为存在着重终结性评价,轻形成性评价的倾向。具体表现为,一是评价教学质量和学生质量的主要标准是终结性评价的指标,即初高中两个毕业班的质量指标;二是,虽然不少评价方 Education evaluation is an important area of ​​education and scientific research. It is not only a theoretical issue, but also a practical issue that urgently needs to be solved. Correctly evaluating schools, teachers, and students is not only a means to strengthen the scientific management of schools, but also provides scientific data for the effectiveness of the inspections. Recently, various localities have studied and formulated many evaluation programs from different perspectives. This is a gratifying phenomenon. However, from the evaluation plans formulated by some departments and units in the city, I think there is a tendency to focus on final evaluation and light formative evaluation. The specific performance is as follows: First, the main criterion for evaluating teaching quality and student quality is the index of summative assessment, that is, the quality indicators of two graduating classes in the junior high school; second, although many evaluation parties