对国外教育评价模式的价值取向评析（an analysis of the value orientation of foreign educational evaluation model）

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对国外教育评价模式的价值取向评析（Ananalysisofthevalueorientationofforeigneducationalevaluationmodel）Chinacadreeducationtrainingnetwork-headmastertrainingplatformAuthorTitleKeywordNumbering:Password：Theanalysisofcontemporarysocietyandcontemporaryeducationtheory||educationcurriculumandteachingreform|schoolmanagementschool|costbenefitComparativeeducation|school|diagnosisandconsultationofschoolpsychologicaleducationevaluation||moderneducationaltechnologyTheeducationscientificresearch|comprehensivemanagementpractice|campussecurity|leadingscienceandart|cultureartDocumentwriting|educationlawsandpolicies|moraleducation|qualityeducation|publicmanagementAnanalysisofthevalueorientationofforeigneducationalevaluationmodelReleasetime:2007-07-0911:56:51Author:No. Source:zeronetstudioThevalueorientationineducationalevaluationisthebasicproblemintheresearchofeducationalevaluation,Itcan'tbeavoidedbyanyeducationalevaluationresearcher.However,thevalueorientationineducationevaluationisnotproducedwithoutfoundation.Itisbasedontheunderstandingofvalueandundertheguidanceofeducationalvalues.Valuereflectstherelationshipbetweensubjectandobject,anditisanattributeofobjectsatisfyingtheneedofsubject.People'sdifferentunderstandingofvalue,inthemindsoftheformationofthevalueoftheconceptofthesystem,whichisthevalue.Thetheoryandpracticeistheunderstandingofthevalueofeducationinthemindreflectstheconceptofeducationalevaluationvalueofeducationasapartofthewholeeducation,undertheguidanceandrestrictionofeducationvalue,butbecauseoftheparticularityofeducationevaluationactivities,relativetoothereducationalactivities,anditsvalueandthevalueofeducationhasarelationshipmoreclosely.Sincethebirthofeducationalevaluation,thedescriptionofitsdefinitionhasbeenconnectedwithvalue.Taylorfirstputforwardtheevaluationin1929.Defineitas"todiscoverwhatstudentshavelearnedandwhattheyhave."."Recently,thedefinitionofeducationalevaluationinChinaandabroadisgenerallyrecognizedas"educationevaluationisaprocessofcollectingdatathroughsystematiccollectionaccordingtocertaineducationalgoals,andthenmakingvaluejudgmentstotheevaluationobjects."."Judgingfromthisdefinition,the keytoeducationalevaluationis"valuejudgment"".Itcanbeseenthatthevalue,especiallytheeducationalvalueandeducationevaluationareinseparable,andthevalueresearchisthebasisandkeyoftheeducationevaluationresearch.Thetheoryandpracticeofeducationalevaluationinforeigncountrieshavedevelopedrapidlysincethe30softhiscentury,butcomparedwiththepracticeofeducationalevaluation,thedevelopmentofevaluationtheoryisrelativelybackward.Sofar,thetheoryofeducationalevaluationislimitedtoseveraleducationalevaluationmodels,andtheseeducationalevaluationmodelspaymoreattentiontotheresearchofevaluationmethodsandtechniques,butpaylittleattentiontothevalueproblems.Theauthorbelievesthatthevalueiscloselyrelatedwitheducationalevaluation,educationalevaluationaslongasthereisunabletoavoidthequestionofvalue,whethertheevaluationcanrealize,itexistsobjectively,andeachkindofeducationevaluationhascertainvalueorientation.Theauthorthroughthedevelopmentprocessofstudyabroadeducationevaluation,foundintheformationofeducationalevaluationintheprocessofthedevelopmentofeducationalevaluationmodelrepresentativeofthefollowingthreekinds,namelygoalorientedevaluationmodel,decisionorientedevaluationmodelandevaluationmodelofpluralism.Intheeducationevaluationmodelishardtofindtheiradvocatesonvalue,butfromtheirguidanceandimplementationoftheevaluationactivities,wecanfindthevaluesbehindthesepatternsplayadominantandguidingrole,findtheirunderlyingvalueorientation.1,socialserviceasthevalueorientationofeducation evaluationThisvalueorientationhastwodifferentformsofexpression:(1)educationevaluationbasedonsocialneedsasvalueorientationThistendencymainlyexistsinthetargetorientedevaluationmodel.ThisevaluationmodelwasmainlyadvocatedbyTaylor,thefatherofearlyeducationevaluation,andlaterdevelopedandperfectedbyBloom.Themodelmainlyaimsatassessingthelearningeffectofthestudentsfromthepredeterminededucationalobjectives,andtojudgewhetherthestudentsachievetheintendedgoals.Itsvalueorientationismainlymanifestedinthefollowingaspects.2,theformulationofeducationalgoalsisthecoreandkeyoftheevaluationmodelInthegoalorientedevaluationmodel,bothTaylorandBloomaresetinthediscussionbeforetheevaluationtarget,havethetargetcalled"education",butfromthetargettoanalyzethecontentsofwhattheysayistheeducationgoalsareteachingandteachingmaterialsasthebasisofsteel.Theevaluationofstudents'knowledgeandthedevelopmentofintelligenceandability,therefore,theeducationalgoalstheyspeakareinfactsynonymouswiththeteachingobjectives.WhenTaylorfirstadvocatededucationalevaluation,hedividedtheprocessofeducationalevaluationintofoursteps.Amongthem,thedeterminationofeducationalgoalsisthefirstand mostimportantstepinthewholeevaluationprocess,andtheotherthreestepsarecarriedoutaroundthefirststep.Whendesigningtheevaluationsituationinthesecondstepofevaluation.Itmustbedesignedaccordingtothepredeterminededucationalobjectivesandtheexpectationofstudentchange;Thebehaviorofthirdstepselectionandestablishmentofevaluationtoolsmustalsomakethesetoolscanleadtothedesiredgoalofeducation;thefourthstepintheanalysisoftheevaluationresults,thegoalofeducationisscheduledtoanalyzeandevaluatethebehaviorofstudentsonthebasisofthefinal.Itcanbeseenthatthisevaluationmodeltakesthedeterminationofeducationalgoalsasthecoreandkeyintheevaluationprocess,andthetargetorientedevaluationmodelisalsonamed.3,theeducationalgoalisbasedontheteachingoflargesteelTaylorinthecreationofgoalorientedevaluationmode,thateducation"shouldbeabletofullyrevealthevariousbehaviorstohelpstudentsdeveloptheteachingofsteel,thinking,feelingandactivitiesandcontentshouldbemastered."AlthoughTaylordidnotclassifytheeducationalobjectivesintheearlystage,heclearlyputforwardthebasisformakingtheevaluationtarget--Teachingsteel.AfterTaylor,byTaylorBloomandhiscolleaguesearlystudentsoftheeducationalobjectiveisstudiedmoredetailed,theyproposedandcompletedthetaxonomyofeducationalobjectiveswork,madeoutstandingcontributionstothedevelopmentandperfectionofgoalorientedevaluationmodel.Theyclassifyeducationalobjectivesintothreeareas,cognitivedomains,affective domainsandmotorskillsdomains.FromthestudyoftaxonomyofeducationalobjectivesbyBloomandhiscolleaguesandtheapplicationofthistaxonomyineducationalevaluation,wecanseethefollowingtwodistinctcharacteristics.First,thetaxonomyisbasedonananalysisofthesyllabus.Bloompointedoutclearlyintheguidingprincipleoftaxonomyofeducationalobjectivesthat"taxonomy"isaclassificationofactionsrequired".Thebasicbasisoftaxonomyofeducationalobjectivesisthesyllabus'srequirementsforstudents.Theserequirementsareembodiedintheteachingobjectivesofstudents'knowledgeanddevelopmentofintelligenceandability.Takingcognitivedomainasanexample,thesixmajorcategoriesarecomposedofthegoalladderfromsimpletocomplex,andthehigh-levelgoalisdevelopedonthebasisoflowlevelgoals.Specifically,thisclassificationsystemisinavarietyofcognitiveabilitytograsptheknowledgefoundation,purposeisthroughtheteachinggoals,toenablestudentsto"learntolearn",whichactuallyreflectstheneedsofmoderneducationteaching.Secondly,althoughthetaxonomyistoresearchtheaffectivedomainandpsychomotordomainasanindependentfieldisparallelwiththecognitivedomain,butBloomandcolleaguesfocusontwoareasofemotionandskilllevelisfarnotsopayattentiontothecognitivedomain.Especiallyinthefieldofmotorskills,itwasn'tuntil1972thatSimpsonandtwowerefinished,butthesystemwasfarlessrigorousthanthefirsttwo.Asfortheemotionaldomain,althoughithasbeencompiledquicklyafterthecompletionofthecognitivedomain,itisrarelystudiedandusedinpractice.TakeBloom'sbook "evaluationforimprovingstudents'learning"asanexample,Hemadeadetailedstudyofeachcategory(includingsubclassesandsmallclasses)inthefieldofcognitionwithagreatdealofspace,andtouchedthefieldofemotiononlyinthelastchapter.Thisisfromonesidetorealizethatalatestagestudyofgoalorientedevaluationmodelisactuallyemphasizesthestudentsmastertheknowledge,thebasiccontentofthedevelopmentofintelligence,abilityoftheseteachingobjectives,thedevelopmentofstudentsinotherareas,aretheyoverlookednaturallyorhalfunconsciously.4,thepurposeofevaluationistoenablestudentstomaximizethemasteryoftheseteachingobjectives.OnthebasisofinheritingTaylor'sgoalorientedevaluationmodel,Bloomperfectedanddevelopedit.Hefurtherclassifiedtheevaluationintothreetypes:diagnosticevaluation,formativeassessmentandsummativeevaluation.Onthebasisofthesethreeevaluations,Bloomputforwardthestrategyofmasteringteaching.Theultimategoalofthisteachingstrategyistomakethemajorityofstudentsreachtherequiredlevelofteachingobjectives.Inthisteachingstrategy,evaluationplaysakeyandkeyrole.Inteachingbeforethestart,throughdiagnosticevaluation,todeterminethestartingpointofteachingforteaching,intheteachingprocess,throughcontinuousformativeevaluation,teachersandstudentsfromtheirweakness,andtimelytoimprovetheteachingresultsofastepbystepapproachinteachingteachingobjectives:attheendofthesummativeevaluation,peoplecantheimplementationoftheteachingobjectivesareidentified,anduseitasa startingpointforrealizingthenewteachingaim.ItcanbeseenthatinBloomhere,whetherthestartingpointofevaluationortheultimategoalisdirectedtotheintendedteachingobjectives.Fromtheaboveanalysiswecanseethatthegoalorientedevaluationmodeofeducationgoalisthemodeforthevaluejudgmentstandard,andthemaincontentofthegoalofeducationistoenablestudentstomastertheknowledge,developintelligence,ability,thosegoalsactuallyreflectthesocialdemandforeducation,reflectsthesocietyfortalentsspecificationsandquality.Therefore,thevalueorientationinthegoalorientedevaluationmodelfinallypointstothesocialneeds.(two)educationalevaluationwithsocialutilityasitsvalueorientation.Thiskindofvalueorientationmainlyexistsinthedecisionorientedevaluationmodelwhichregardsevaluationasdecisionservice,andtheevaluationmodelismainlyrepresentedbyCIPPmodel.JTaafelBhim,founderoftheCIPPmodel,initiallydefinedevaluationas"theprocessofprovidingusefulinformationfordecision-making."."Fromthisdefinition,therearetwoaspects:ontheonehand,theevaluatorservesthedecisionmakercompletely;ontheotherhand,theevaluatormustprovideusefulinformationtothedecision-maker.Inordertomakedecisioneffectivelyandreasonably,evaluatorsmustmake decisionmakersknowwhatinformationisusefulfordecisionmaking.Thetaskofevaluatorsinevaluationistocollect,Organizing,analyzingandreportingusefulinformationtoenabletheinformationtoproducesocialutilitythroughdecisionmakers'decisions.Inthismode,Stufflebeamtheevaluationprocessisdividedintofourcategories:backgroundevaluation,inputevaluation,processevaluation.Achievementevaluation(CIPPistheabbreviationofthesefourkindsofevaluation),whereeachkindofevaluationisrelatedtothedecisionofeducationalactivities.Thebackgroundisintheunderstandingofthewholesituationoftheevaluationobject,consideringtheuser'sneeds,putforwardtheproblemsneedtobeimproved,astheplandecision-makingservice,inputevaluationisthroughthefullunderstandingofallaspectsoftheconditions,ontheeducationplan,planthefeasibilityandrationalityofevaluationfordecision-makingservice,theevaluationoftheprocessistobecheckedontheimplementationoftheplan,managementpersonnelcontinuetoprovidefeedbackfortheimplementationofdecision-makingservice,achievementevaluationistoobtainlargeamountsofdatathroughtheinvestigation,basedonameasureoftheeffectoftheprogram,forrecyclingdecisionservice.Judgingfromthespecialrelationshipbetweenevaluationanddecision-makinginthisevaluationmodel,itcanbeseenthattheserviceorientationofevaluationisnolongerjustcenteredonteachingobjectives,butcenteredonthesocietyrepresentedbydecision-making.Butherethedecisionmakersnotonlyreferstotheeducationadministrationpersonnel,governmentstaff,includingrepresentativesofsocialmanagementeducation,therefore,itcanbesaidthatJTaafelBhimintheCIPPmodeltoevaluate thesocialserviceideaonthepeak.Throughtheanalysisofthisevaluationmodel,wecanseethatthedecisionorientedevaluationmodelwhichemphasizesthedecisionmakingserviceistoservethesocietyintheevaluation,Isasocialutilityasavaluejudgmentstandard,becausetheonlywaytogettheevaluationinformationfordecisionmakerstoaccept,toeventuallyproducesocialutility,sothevalueorientationofthiskindofeducationevaluationmodelispointingtothesocialutility.1.Educationevaluationbasedonthevalueofhumanneeds.Thisvalueorientationismainlytheexistenceofanewkindofeducationevaluationmodelin70ssincetheemergenceofthiskindofevaluationmode,payingattentiontoallpeopleinvolvedintheevaluationofviewsandopinions,stressedintheevaluationshouldreflectthevaluesofvariouspeopleparticipationevaluation,thattheevaluationshouldbeasreferenceandevaluationofallthepeople,thiskindofevaluationmodelreferredtoasthepluralismofevaluationmodel,theresponseevaluationmodeproposedStarkisatypicalrepresentativeofthiskindofevaluationmodel.Themainfeaturesoftheresponseevaluationmodeisrelatedtotheparticipantsstressedtheneedforcollectionandevaluationintheevaluationprocess,andneedsbasedontheformationoftheevaluationopinions,attitudesandvalues,andasabasisfortheevaluationof.Intheinterpretationofthe meaningofthestarkresponseevaluationsaid:"iftheeducationevaluationpointmoredirectlytoprogramactivitiesratherthanthecontentoftheprogram,ifitcanmeettheevaluationtothepeople'sdemandforinformation,ortoreflectthelengthoftheevaluationreportandplan,tobetterreflecttheeightvalues,notthesameasthis.Theevaluationcanbecalledresponseevaluation.TheexpressionofthisdefinitionhighlightsStark'sviewoftheimportanceofhumanneedsintheprocessofevaluation.Intheevaluationprocess,responseevaluationisnotlikeanyotherevaluationmodethatfirstdeterminethegoalortofirstestablishahypothesis,butthefirsttodeterminetheevaluationofthe"problem"(ISSUES)",andformulatetheevaluationplaninquestiononthebasisof.Hereidentifiedproblemsandmakingevaluationplanningprocessisawidespreadconsultation,understandingoftheprocessevaluationisneeded,"withstudents,parents,taxpayers,plansponsors,programexecutivepayattentiontotheevaluationoftown,somerealorpotentialproblems,theseproblemsposeacontinuingandclientprogram,executor,listentopeopletodiscussanddevelopadatacollectionplanstructure."Intheresponseevaluationmodel,theevaluatordoesnotdeterminetheproblemwithhisorhersubjectivewillortheintentionsofsomeauthorities,andmakesplans.Itisbasedontheintentionsofallpeopletoparticipateintheevaluation,andthenbythecomprehensiveevaluationoftheinformation,theinformationonbehalfoftheneedsofalltypesofdifferentevaluation,sotheevaluationbegantoreflectthevalueorientation.Intheprocessofcollectingdata,themainmeansofresponse evaluationmodelareobservationandreaction.Theobservationmainlyreferstotheevaluationofindividualintotheevaluationactivities,detailedinspection,anyproblemswithrecordactivities,findoutandlistentotheneedsofthepeopleevaluationaboutsomething.Theresponseistotrytouseallcommunicationmedia,Collectionofpeoplewithadifferentpointofviewofevaluationobjectviews,collectedbytheappraisalopinions,theimportanceandauthorityoftheevaluationquestionspleasecomment,pleaselistentothepreliminaryresultsofevaluationevaluationopinions,throughthesemethods,understandthevariouspeopleinvolvedintheevaluationoftheevaluationopinionsandmakeevaluationallrelevantpeopleandevaluationservices.Asarepresentativeofpluralismevaluationmodel,responseevaluationmodepermeatedwithhumanfactorsintheevaluationprocess,comparedwiththedecisionorientedevaluationmodeltofullyassesssocialservicesforthepurposeofresponseevaluationmodeintheevaluationtodeterminemoreinclinedtoservetheneedsofpeople,butalsobyaserviceobjectevaluationelementtodiversificationthedevelopment,therefore,thevalueorientationofpluralismofevaluationmodeispointingtotheneedsofthepeople.Throughtheaboveanalysis,wecanvalueevaluationofforeigneducationmodetohaveageneralunderstandingofhowtounderstandthevalueorientation,Ithink,shouldbebasedontheprincipleofMarx'sscienceasatheoreticalbasisforanobjectiveunderstandingandcommentsonthem. Firstofall,fromtheperspectiveofMarx'sepistemologyofdialecticalmaterialismandhistoricalmaterialism,wecanrecognizethat,ineachhistoricalperiod,allthevaluesandvalueorientation,itisaproductofsocialpractice,fortheirsocialpracticeatthetime,therearecertainprogressivesignificance,Butasaproductofhistory,theyinevitablyhavethebrandofthetimes.Thevalueorientationofeducationevaluationisnotanexception,thevalueorientationofeachkindofeducationevaluationmodeofproductionisnotaccidental,isthedevelopmentofthesocialandhistoricalconditions,educationaltheory,educationalevaluationfactorsanddevelopmentresults,theyhaveonthedevelopmentofthesocietyandtheeducationwillhaveacertainrole,butbecauseofthelimitedconditions,andtherearelimitationsofthisorthat.Intheeducationalevaluationofsocialserviceasthevalueorientation,thegoalorientedevaluationmodelisbasedontheestablishmentofneweducationalgoalsatthetimeofAmericansociety.IntheearlytwentiethCentury,withthedevelopmentofAmericaneconomyandtheprogressofscienceandtechnology,societyputforwardnewrequirementsforschooleducation,andneweducationalgoalsmustbeestablishedsoastoadapttothedevelopmentofsocietyandscienceandtechnology.Thepopulareducationaltestatthattimecouldonlyexaminethestudents'mechanicalmemoryofthecontentstipulatedinthetextbook,andcouldnotexaminewhetherthestudentshadmasteredthecomplicatedskillsandskillsofusingknowledge.Althoughon thesurface,studentsgetgoodresultsinthetest,butinfactlacktheabilitytosolvepracticalproblems.Therefore,thesocietyisanurgentneedtochangetheeducationalsituation,adapttothenewmethodtostudythestudentseducationgoal,theeducationevaluationemerged,evaluationtargetistoestablishsocialeducationgoals,notonlycanevaluatethestudentstomastertheknowledgeineducationevaluation,Itcanalsoevaluatetheimprovementofstudents'intelligenceandability,whichisundoubtedlyanimprovementfortheeducationaltest.Butbecauseitonlyemphasizesthesocietyrequiredtomastertheknowledgeofthedevelopmentofintelligence,abilityasthemaincontentoftheteachinggoal,ignoringstudents'emotionandinterestdevelopment,especiallythegoalorientedevaluationmodelisstillthestandardtestobjective,toenablestudentstogivefullplaytothenatureofcreationintheevaluation,therearesomeobstaclestheoveralldevelopmentofstudents.Anotherkindofeducationalevaluationmodelbasedonsocialserviceisthevalueorientation,andtheemergenceanddevelopmentofthedecisionorientedevaluationmodelalsohassomesocialreasons.In1957,theimpactofSputnikontheSovietUnionledtoaneducationalcrisisintheUnitedstates.In1958,theUnitedStatespromulgatedthe"nationaldefenseeducationlaw",alsomadealotofnationalcurriculumdevelopmentplan,andalargenumberoffundsforeducationreform,andhowtheeffectofthereform,reformwillformmuchsocialutility,whichismakingpeopleonbehalfofthesocietytothesolutionoftheproblem.Theresponsibilityofansweringthesequestionsundoubtedlyfallstotheevaluators.However, accordingtothepreviouseducationalevaluationmodel,theycannotanswerthisquestion.Decisionorientedevaluationmodelisbasedonthispremise,bymanyevaluatorscontinuetopracticeandexploreout.Inthiskindofevaluationmodel,alltheworkoftheevaluatorobeysthedecisionmakingoftheservicemaker,andwhetherthesocialutilityisregardedasthefinalvaluescaleofevaluation,whichcanbeadaptedtotheneedsofthesociety.Makeagreatcontributiontosocialservice.Butthisistheevaluationmodelforthesocialservicefunctiontotheextreme,itneedignoredinpracticeontheevaluationoftheinitiativetoignorethehumanintheevaluation,theevaluationandevaluationinthewholeevaluationprocessplaysonlyatoolforthis.Itwillinevitablyreducetheeffectivenessofevaluation.After70s,withtheinfluenceofsocialdevelopmentonthecivilrightsmovementandtheideologicaltrendofmodernwesternhumanism,Agency[meetingtherequirementsofeducationevaluationtoreflectthehumanistictendencyofhumancentered,inthiscase,thepeople'sneedfortheevaluationofthevalueorientationofeducationevaluationmode,pluralismmode.Thisevaluationmodetoabandonthevalueorientationofevaluationmodelinthepastone-sidedemphasisonsocialneedsandsocialutility,emphasizetheimportanceofpeopleintheevaluation,intheevaluationonvarioushumanneeds,payattentiontoreflectthevaluesofdifferentpeople,whichplayedapositiveroletocorrectextremethoughtappearedintheevaluationofpastthe.Butthiskindofevaluationmodelinemphasizingtheroleofhumanneedsintheevaluationofthetime,goaway,it istheevaluationforvariouspeople'spointofviewandthevalueviewofthecollection,evaluationofsocialrestrictionandunderstandingisnotenough,thiswillleadintheevaluationofone-sidedmagnifythesubjectiveinitiative.Theevaluationasasubtlesubjectiveunderstanding,whichviolatesthebasicprinciplesofmaterialism,whichisnotcorrect.Secondly,therelationshipbetweenmonismandpluralismoftheaspect,westartfromMarx'svalueviewpointandhistoricalmaterialismviewpoint,canrecognizethevalueoftheformationisdeterminedaccordingtodifferentsubjects,howmanystudentswillbesubjectmanykindsofvaluesandthevalueorientationandvaluepluralismthe.Butinrecognitionofthevalueofdiversityatthesametime,aunifiedelement,cannotignorethevalue,namelyvaluewithrespecttotheindividualsubjectisdiverse,butforthedevelopmentofhumansocietyingeneral,theyaretheunityoftheinevitable,thereisaduality.Valueistheunityofoneelementandplural.Thisunityisalsoreflectedinthevalueorientationofeducationalevaluation.Onthespecificlevel,educationalevaluationshouldreflectthediversifiedvalueorientationofeachsubjectparticipatingineducationalevaluation.Atahigherlevel,educationevaluationshouldreflecttheunifiedvalueorientationoftheoveralldevelopmentofhumansociety.Accordingtothevalueorientationofeducationevaluationshouldbetheunityofunitaryandmultiasexual,thevalueorientationoftheaboveforeigneducationevaluationmodels,theyarebiasedindifferentdegrees.Inordertosocialservicesforacommonproblemexistingineducationevaluationmodeloftwotypesofvalueorientation,whichemphasizethe unitaryvalueorientationofeducationalassessment,neglectingthemultiplevalueorientationofeducationevaluation.Inthetargetorientedevaluationmodelwithsocialneedsasthevalueorientation,itisanimportantmanifestationofitsunifiedvalueorientationtoevaluatetheeducationalobjectivesofthesocietyastheonlyvaluestandard.Inaddition,theobjectivityandstandardizationofevaluationwillleadtoneglectandeliminatethemultipleneedsoftheevaluatorsorevaluatorsintheevaluationprocess.Thedecisionmakingbasedonthesocialeffectvalueismoreapparentintheevaluationmodelthantheemphasisonthevalueorientation.Inthisevaluationmodel.Asthemainexecutorofevaluation,thetaskofevaluatorsistocollectinformationfordecisionmakers.Decisionmakingforpolicymakerscompletelyobliteratedtheoutsideofthedecisionmaker?Tangentialneed.Thisisanextremeexampleoftheunifiedvalueorientationthatemphasizesevaluation.Anotherproblemexistinginthetwoeducationalevaluationmodelswithsocialserviceasitsvalueorientationisalsoobvious.Asmentionedearlier.Theunitarynatureofvalueorientationreferstotheintegrationofeducationevaluationandthewholedevelopmentofhumansociety.Here,thewholedevelopmentofmankindreferstotheunityofsocialdevelopmentandhumandevelopment.Thetwocanbeneglected.Theabovetwoeducationalevaluationmodelswithsocialserviceasthevalueorientationemphasizeonlyoneaspectofservingthesociety.Theimportanceofeducationevaluationforhumandevelopmentisnotrecognized.Thisonesidednessisalsoa factorthatledtothelaterhumanisticthought'sgreatinfluenceontheevaluationofeducation.Theeducationalevaluationmodelbasedonthevalueofhumanneedsadvocatesthepluralismofvalueorientation.Forthepast,theeducationalevaluationmodelonlyadmitssinglestandardandsinglescaleforalongtime,Undoubtedly,itisaprogresstounifythemetavalueorientation.Butitleadstoanotherproblem,whichemphasizesthepluralismofvalueorientationinevaluation,butignoresitsunitarynature.Thiskindofeducationevaluationmodel,thepeople'ssubjectivewillparticipateintheevaluationinevaluation,thecomprehensiveevaluationresultsasthesubjectiveunderstandingofpeople'sparticipationintheevaluationoftheeffect,giveuporevendenythelawsofsocialdevelopmentofeducationevaluation.Thefactthattheobjectiveexistenceisnotawareoftherestrictionoftheevaluationresult.Thiswillgivetheevaluationtheorytorelativismandagnosticismtrap.Thereasonisthatthepublicisfairandreasonable."Thewomanisreasonable,andtheworldisnotright.".Thisisactuallyareflectionofidealismepistemology,sothistendencyisnotcorrect.Throughtheaboveanalysisofforeigneducationevaluationmodel.Werealizethat...Ifwewanttoformcorrectvalueorientationineducationevaluation,wemustpayattentiontothefollowingthreeproblems.First,weshouldpayenoughattentiontotheneedsofpeopleintheevaluationofeducation.Thebasisandkeyofeducationalevaluationisvaluejudgment.Sotosomeextent.Educational evaluationactivityisalsoakindofvalueactivity,andthesubjectofvalueactivityoccupiesanimportantpositioninthevalueactivity.Therefore,educationevaluationmustfollowtheprincipleofsubject.Accordingtotheprincipleofvalueactivitysubject.Educationevaluationshouldnotonlyjudgetheobjectiveeducationphenomenon,butfirstanalyzethesubjectitselfanditsneeds,andevaluateitonthebasisofit.Second,correctlygraspthevaluesofsocietyandhumanunity.Intheeducationalevaluation,onlybyestablishingthevalueorientationoftheunityofsocietyandman,canoureducationalevaluationbeestablishedonthecorrectvaluetheory.Socialdevelopmentandhumandevelopmentarebothoppositesandunityinclasssociety.Itsantagonismshowsthatthedevelopmentofsocietymaybeattheexpenseofthedevelopmentofsomepeople,andthedevelopmentofhumantosomeextentalsohassomeconstraintsonsocialdevelopment.Theunityofperformance,peoplecannotbedivorcedfromsocialexistence,humandevelopmentisthesocialdevelopmentasthepremise,andthesocietyiscomposedofpeople,socialdevelopmentisachievedthroughthedevelopmentofeverymemberofsociety.Third,whenestablishingvalueorientation,weshouldcoordinatetherelationshipbetweenunitaryandpluralistic.Inordertocoordinateanddealwiththerelationshipbetweentheunitaryandthepluralityintheestablishmentofthevalueorientationintheeducationalevaluation,weshouldfirstestablishtheideathatthevalueorientationisunitaryandpluralistic.Nottobeparanoid,andthentoclarifytheevaluationofdifferentlevelsofthemainbodyandtheir relationship,specificissuesspecificanalysis.Someevaluations,suchasstudentevaluation,teacherevaluation,etc.,areallforindividualevaluationsubjects.Inthiskindofevaluationactivity,weshouldrecognizeandrespecttheindividualandpluralityoftheevaluationsubject.Althoughsomeevaluationsseemtoberelatedtoindividuals,theyareessentiallylinkedtothegeneraldevelopmentofhumansociety.Here,weshouldgrasptheunityandunityofthewholevalue.Forexample,theevaluationoftheachievementsofschoolreform,Inthisevaluation.Wemustfollowtheparty'seducationalpolicy,whetheritpromotessocialdevelopmentandeducationdevelopment,andthemajorityofhumanevaluationsubjectswillhavethecorrectevaluationresults.Transfer:zeronetstudioEnclosure:*instructions:Pleaseclickonthetitleoriconoftheaboveattachmentsfordownload.Thissite|guestsvisiting|webservice|contactus|recruit|partner|sitemapAllcopyrightofChinaeducationcadretrainingnetworkcannotbereproducedwithoutpermissionAddress:NationalEducationAdministrationCollegeOfficeBuilding601contactTel:010--69248888to36243622 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