What is moral evaluation?

The so-called overall impression evaluation method is also called overall impression evaluation method. It is a method for moral evaluators to make value judgments according to their casual understanding of students' situation and the overall impression they have formed. For example, when a primary school asks a class teacher to evaluate students' moral character, he will give an impression according to his usual observation and understanding of students' behaviors and practices; The overall A, B, C, D grade evaluation currently tried out by a middle school and some other schools, although there are some overall grade standards in grades, which stipulate the evaluation contents for junior and senior high school students. They have done well in all aspects, or they have been rated as excellent for outstanding performance in some aspects, which can basically be rated as good, and most of them have been done, or they have done badly in some aspects but have serious shortcomings, but most of them cannot be rated as inferior. However, a class teacher told me in the survey that they seldom look at the relevant provisions and requirements in the Specification, Specification and Outline when evaluating, and generally evaluate according to their usual understanding and impression of students. Obviously, the former is the overall impression scoring method and the latter is the overall impression scoring method. This method is widely used in other moral evaluation methods and is the basis of other moral evaluation methods. The operation steps of this method are: first, make clear the evaluation tasks or requirements, then recall and synthesize the "facts" and impressions that students have formed, and finally evaluate the overall value. The advantages of this method are convenience, feasibility and lowest cost. It mainly uses the information observed by the evaluator at ordinary times, without any special data collection. When evaluating, we should pay attention to the students' usual performance and the most familiar and clear behavior of the evaluator. Therefore, the evaluation results have certain authenticity. However, this method is subjective and one-sided and has poor reliability. First of all, the overall impression evaluation method is based on very limited evaluation information. The evaluator only judges according to what he usually sees and hears. This kind of "listening" and "seeing" is accidental and random, lacking purpose and systematicness. So the information obtained is only fragmentary and one-sided. Among all these fragmentary and one-sided information, only the information that the evaluator keeps clear in his memory when judging can really be used as the basis of judgment. Therefore, the information on which the overall impression evaluation method is based is limited. Secondly, this evaluation method lacks specific standards to measure students' behavior, which is subjective and arbitrary. Because there is no clear and strict evaluation standard in the overall impression evaluation method, the evaluator usually collects and remembers the evaluation information at will, which is manifested in its selectivity to the evaluation basis according to the evaluator's personal subjective intention. Some teachers may give students an A or a high score intentionally or unintentionally because they are obedient, have good academic performance and have few opinions from the masses. Some teachers may give him (her) an A or a high score because his (her) students have good eloquence and strong oral expression ability, can meet the needs of teachers and observe discipline in class; However, some teachers may also check subtle behaviors, because a student's words or actions greatly damage his or her dignity and give him or her a third grade or fail. Therefore, the overall impression evaluation results of different evaluators on the same student's moral character are often completely different. Thirdly, the impression on which the overall impression evaluation method is based will be influenced by various psychological effects. The most prominent are the influence of the first cause effect, recency effect, stereotype effect and halo effect. When the evaluator lacks information, or it is difficult for the evaluator to process the information he has, the influence of various psychological effects will be more serious. However, the shortcomings of this method can be improved by taking certain measures. For example, selecting representative evaluators from different angles or increasing the number of evaluators can greatly make up for the shortcomings of the overall impression evaluation method. Evaluation method of comments The so-called evaluation method is also called conduct evaluation method, moral evaluation method, ideological and moral evaluation method, ideological and political performance evaluation method, conduct evaluation method, qualitative description method and evaluation method. Generally speaking, this method means that moral evaluators make personal comments on students' moral level and situation in a certain period of time in the form of statements according to their long-term observation and understanding of the evaluation objects and referring to relevant standards (such as the situation of "five educations" or evaluation standards). Although most schools use evaluation methods alone, the development trend shows that evaluation methods are tending to be combined with other evaluation methods, which will supplement, explain, explain or guide the evaluation results of other moral education evaluation methods. Therefore, it appears in some variants. For example, postscript, supplementary opinions, hopes, special explanations and even short opinions. At present, the operation steps of this method are to understand the situation, conduct democratic appraisal (including individuals, collectives, cadres, teachers and families), conduct appraisal according to the appraisal contents and requirements, and combine with their own observation facts, and finally give feedback to students, teachers, parents and school leaders. Most of them just let the leaders approve or solicit the opinions of relevant personnel. Another measure to apply the evaluation method is to require students to be evaluated separately. In practice, people generally use evaluation methods to evaluate or explain students' moral character. The comment evaluation method not only draws lessons from the advantages of the overall impression evaluation method, but also improves its shortcomings to some extent. First of all, the appraiser of the appraisal method generally knows his identity and responsibility in advance, and will systematically and purposefully observe and understand the appraisal object, thus reducing the subjectivity and randomness in the process of collecting appraisal information; Secondly, the general requirement of the appraiser is someone who has received special training or has certain professional quality and experience in observation and appraisal. Therefore, the evaluation results have certain accuracy and reliability. Thirdly, it is based on certain norms and standards (such as "norms"), unlike the overall impression evaluation method, which lacks clear standards and is fragmented. Therefore, the evaluation results have certain standardization and pertinence; In addition, the evaluation results are expressed through a series of statements with clear views. Moreover, it is generally more comprehensive to identify the behavior of the evaluation object in all major activities, which can let the third party have a clearer understanding of the evaluated person. Evaluators can also evaluate students' personality characteristics in detail or slightly, and evaluate that one person likes another person. However, the evaluation method of comments is still based on the overall impression evaluation method to a great extent. The evaluation of each comment is still based on the overall impression of the evaluator, but each evaluation focuses on one aspect. Therefore, its disadvantage is similar to the overall impression evaluation method, which is either subjective and random, based on impression, or similar. Most students use the same level of language and cannot tell Zhang Si. Some people even apply the overall impression evaluation method. First, students are divided into upper, middle and lower classes according to their impressions. After each model is written, let the students "sit in the right place" one by one, the content is roughly the same, and sometimes a few words or sentence order are slightly changed. The same student will take out the review papers of previous semesters or last semester, or copy or extract them. In some places, there is a world wonder of copying comments. Therefore, people put forward that the evaluation should be "accurate", "real" and "like", and it should be appropriate, not expanding or shrinking; Be specific, not vague; It is necessary to highlight the key points without covering everything; Pay attention to individuality, not sameness; Affirm achievements and point out weak links; The wording should be accurate, not absolutely one-sided. Realistic evaluation method Realistic method, also known as literature method, is put forward in view of the shortcomings of evaluation method. At present, three problems often appear in the evaluation process. First, when collecting, explaining and commenting on the evaluation information, many evaluators have a strong subjective color, or just write some trivial things in students' lives or some irrelevant "universal" languages, which makes people unable to refer to them, or make a fuss about the expression of words in order to meet the needs of a certain purpose (such as entering a higher school), and write the poor as general and the general as good. For this reason, people put special emphasis on seeking truth from facts when evaluating comments. Almost every review paper will mention this point, and there are even special papers; Second, some evaluators lack a good grasp of the comprehensive information of materials, are not good at analyzing and synthesizing the collected facts, phenomena and materials, and cannot grasp the essence. The final comments and assessments distorted the original factual performance; Third, evaluation often needs to evaluate existing behaviors. However, due to the historical limitations of people's cognitive ability, some facts and phenomena now seem to be wrong and do not meet the social requirements, but with the development of history, they will be more and more proved to be correct and in line with the social development trend. Some things seem to be right and good now, but later proved to be wrong and bad. In addition, we can only describe the behavior in major historical events, and we can't infer more things. The evaluation method can't meet the needs. Therefore, the realistic method is actually a reform form of evaluation method. It is a kind of moral evaluation method which is a little more subtle than critical evaluation. It has 30 items (later reduced to 12) covering all aspects of moral character and unified evaluation personnel. From the point of view of its implementation, it is to reproduce the basis of "students' usual ideological and moral performance" and "as the basis for excellent students' evaluation, cadre appointment and graduation", and to overcome the disadvantages of "thousands of comments in the past, platitudes" "What is a realistic evaluation method? I haven't seen the relevant definition yet. According to the situation of relevant parties, the so-called realistic evaluation method is to record the performance of moral behavior realistically and objectively reflect the true colors of things as the basis of moral evaluation. It can be seen that it is basically a "copy" and "photographic" description of some major events or key behaviors of moral performance. It's a bit like anecdotal records, but there is no evaluation or explanation. As a moral evaluation method, it can't be as detailed as anecdotal records and limited to one thing. It must be as concise and systematic as possible. Can't be as "penetrating" and profound as criticism and appraisal. Limited to the objective description of events or behaviors, there is no deeper and broader evaluation. The quality of morality is left to others to judge. The operation steps of seeking truth from facts evaluation method are to clarify the content and requirements of seeking truth from facts, capture the relevant facts and behaviors of retrieval records, select some representative ones to make detailed records, and briefly record them in relevant columns after finishing at the end of the period. At present, another method similar to the realistic evaluation method is the moral evaluation method of archival materials. Archives include political and ideological and moral examination results, usual moral evaluation scores, final comments and all major good and bad things, rewards and punishments records. The evaluation method of seeking truth from facts is characterized by objectivity and seeking truth from facts. Therefore, the realistic evaluation results have permanent archival value. It not only has the function of feedback information, service education and evaluation, but also has high reference value for experimental research such as pedagogy and psychology. But the realistic evaluation method is not absolutely objective. The choice of factual behavior and its description inevitably involves the influence of subjective factors such as the recorder's personal values, thoughts and feelings, writing ability and style. Equal evaluation method, also known as conduct evaluation method and moral evaluation grade method, is to evaluate the moral level and status of the assessed according to certain standards to show the difference of moral development level. This evaluation standard can be either an absolute standard outside the appraisee or a relative standard inside the appraisee. This method can be regarded as a reform form of critical evaluation and realistic evaluation. It makes people feel that the evaluation is more general, and it can't reflect the difference of moral quality between students. Although the realistic evaluation method is more realistic, specific and clear, it is not convenient for comparison. That is to say, both evaluation methods and realistic evaluation methods are only convenient for the comparison of horizontal differences within students or between students, but not for the comparison of vertical differences between students. And the equal evaluation method can just make up for its shortcomings. The operation steps of equal evaluation method are: first, determine the content and standard of evaluation; Secondly, let students self-evaluate and report, and students' groups (study groups or review groups) make comments; Thirdly, on the basis of soliciting the opinions of the teachers in the class, the head teacher makes an evaluation according to the results of peer review and his own observation, and finally it is examined and approved by the school. In practice, there are many variations of this evaluation method. From the form of equality, there are three levels: good, medium, poor, upper, middle and lower; There are four grades A, B, C and D, or excellent, good, medium and poor (below), or excellent, good, passing and failing; There are five grades: excellent, good, medium, average, inferior and A, B, C, D and E; There are seven grades of the best, relatively good, generally good, medium, generally poor, relatively poor and worst, and nine grades of A+, A-, B+, B-, C+, C and D; There are ten grades: excellent, excellent, excellent, excellent, good, good, good, medium, medium and poor. From the perspective of standard types, there are equal standard types and unequal standard types, and there are general standard types and sub-standard types. The so-called grading standard means that each grade is a specific and clear standard. The so-called overall standard formula is to set equal standards relative to the overall object of evaluation, and equal evaluation can be divided into controlled proportional type and uncontrolled proportional type. The so-called control type is to give certain indicators to the quantity of each grade and control it within a certain limit.