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没有运用评价科学的评比、检查、鉴定等管理手段,存在不少弊端,如晕轮效应、首因效应、近因效应、中央趋势等等。即使是在一定的经验和规律指导下的比较认真的评定,也难免“仁者见仁,智者见智”。不过,比较起来“见仁见智”还算有一定的进步意义,因为毕竟有仁者、智者之“见”。但是教学工作有多环节、多方面、多过程,多因素的特点,教学评价需要把每个委托人对各个方面的评价、把被评价人在各个方面得到的评价,横的纵的,远的近的、定量的与定性的种种信息与判断综合为一个可比的总体结论,为相对评价或绝对评价服务。为此,“见仁见智”必须上台阶,仁者智者必须按制定的评价指标体系和方法体系抒全面、客观之“见”,再施以信息处理与计算,进行综合评判。
There are many drawbacks such as the halo effect, the first cause effect, the proximate effect, the central tendency and so on. Even a more serious assessment under the guidance of a certain amount of experience and laws will inevitably lead people to see the benevolent and the wise see wisdom. However, the comparison of “Seeing the Right Person” has certain progress significance, because after all, there are benevolent and wise men who “see”. However, the teaching work has many aspects, many aspects, many processes, and multi-factor characteristics. The teaching evaluation needs to evaluate each client’s various aspects and evaluate the appraiser in all aspects, horizontally and vertically. The recent, quantitative, and qualitative information and judgments are combined into a comparable overall conclusion, serving relative evaluation or absolute evaluation. To this end, “seeing the truth” must go up the steps, and the benevolent wise must “come in view” of the comprehensive evaluation system and method system, and then apply information processing and calculations to conduct comprehensive judgments.