Abstract
To understand the comprehensive quality evaluation of high school students, the first thing is to go out of the three major misunderstandings and recognize the value of comprehensive quality evaluation, the quantifiable factuality and the necessity of continuous record. It still exists problems in current comprehensive quality evaluation such as single and rough means, serious homogenization, and lack of timely feedback. The root cause of these problems is that we can not find strong “evidence” for the content that is difficult to be standardized, such as ideological and moral character, artistic quality, etc. The lack of technical means make a comprehensive quality evaluation become a mere formality. The arrival of the era of big data provides a new solution to solve these problems. The fine-grained quality of the high school students in the big data system is presented to the corresponding subjects. It is preliminarily conceived that the comprehensive quality evaluation system is constructed under the background of big data to provide a revelation for the evaluation of the comprehensive quality of high school students.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
See Wiggins, G.: Educative Assessment. Jossey-Bass, San Francisco; Eisner, E.W.: Reshaping assessment in education: some criteria in search of practice. J. Curriculum Stud. 25(3) (1998)
Li, Y.: On the nature of comprehensive quality evaluation. Res. Educ. Dev. 33(24), 58–64 (2011). (in Chinese)
Cui, Y., Ke, Z.: A study on the comprehensive quality evaluation of senior high school students. Glob. Educ. 39(9), 3–8 + 12 (2010). (in Chinese)
Romero, C., Ventura, S., Pechenizkiy, M., et al.: Handbook of Educational Data Mining. CRC Press (2010)
Koedinger, K.R., Cunningham, K., Skogsholm, A., et al.: An open repository and analysis tools for fine-grained, longitudinal learner data. In: First International Conference on Educational Data Mining, pp. 157–166 (2008)
Zhou, X., Zhang, M.: The reform of college entrance examination: “feasibilities” and “difficulties” for high school students’ comprehensive quality evaluation. Glob. Educ. 43(7), 101–111 (2014). (in Chinese)
Pinar, W.F., Irwin, R.L.: Curriculum in a New Key: The Collected Works of Ted T. Aoki. Lawrence Erlbaum Associates, New Jersey, p. 143 (2005)
Popham, W.J.: What teachers need to know: Classroom assessment, p. 11 (2001)
U.S. Department of Education: Promoting Teaching and Learning Through Education Data Mining and Learning Analysis. Office of Educational Technology, U.S. Department of Education, Washington (2012)
Guba, E.G., Lincoln, Y.W.: Fourth Generation Evaluation. Sage, Newbury Park, CA (1989)
Xiong, Y.: A comprehensive quality evaluation on the college students via DEA. J. Interdisc. Math. 18(5), 640 (2015)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 Springer Nature Switzerland AG
About this paper
Cite this paper
Zhang, X., Ge, X. (2021). The Design of Comprehensive Quality Evaluation System Under the Reform of China’s College Entrance Examination. In: Sugumaran, V., Xu, Z., Zhou, H. (eds) Application of Intelligent Systems in Multi-modal Information Analytics. MMIA 2020. Advances in Intelligent Systems and Computing, vol 1234. Springer, Cham. https://doi.org/10.1007/978-3-030-51556-0_69
Download citation
DOI: https://doi.org/10.1007/978-3-030-51556-0_69
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-51555-3
Online ISBN: 978-3-030-51556-0
eBook Packages: Intelligent Technologies and RoboticsIntelligent Technologies and Robotics (R0)