To carry out the Overall Program for Deepening the Reform of Education Evaluation in the New Era and promote the implementation of the comprehensive quality evaluation of ordinary high school students, our college held a seminar on the implementation of the comprehensive quality evaluation of general high school students in our college on October 31. The meeting was chaired by Professor Liu Zhijun. The meeting invited Yi Jianping, Principal of Cao Yang Second Middle School in Shanghai, Dong Yuhua, Principal of Hai’an High School in Jiangsu Province, and Huang Yuge, Party Committee Deputy Secretary of the First High School in Zhoukou to make a special presentation. Henan University’s comprehensive quality evaluation research team, teachers from Henan University Annex Middle School, Zhengzhou Middle School, Jiying Middle School, as well as the graduate students from curriculum and teaching theory research direction attended the meeting.
At the seminar, President Yi Jianping made a concrete report on the comprehensive quality evaluation carried out by his school, drawing on the “negative list” management model from the four aspects of overall thinking, strategy and effectiveness, difficulties and problems, thinking and suggestions. Principal Dong Yuhua shared with us the “ Hai’an school’s story of the comprehensive quality evaluation reform,” which depicts the exploration, starting, establishing and perfecting of Hai’an Middle School’s “Student Growth Record Platform,” and also shows us the future vision and prospect of comprehensive quality evaluation. According to the specific situation of the implementation of the comprehensive quality evaluation, Huang Yuge, Party Committee Deputy Secretary of the First High School of Zhoukou, made a detailed report, which not only introduced the specific situation of the comprehensive quality evaluation of the school but also shared the relevant educational cases for us.
In response to the teachers’ reports, Professor Liu Zhijun presided over a discussion on this topic. The discussion has reached a broad consensus, that is, in the process of the concrete implementation of comprehensive quality evaluation, we must break the “score-only,” highlight the evaluation of the purpose of education, explore the way of school-based implementation, as far as possible to reduce the burden of teachers, distinguish between the implementation of the two types of comprehensive quality, adhere to the “who uses who evaluates” principle, and to achieve the overall development of students and personality.
