职业院校诊改工作下学生层面增值评价的建设路径  

Construction Path of Student Level Value-Added Evaluation under the Diagnostic Reform of Vocational Colleges

作　　者：黄君 黄贤智[2] 

机构地区：[1]南宁学院,广西南宁530200 [2]广西交通职业技术学院,广西南宁530023

出　　处：《大众科技》2023年第1期138-141,共4页Popular Science & Technology

基　　金：2020年度广西职业教育教学改革研究重点课题项目(A类)“职业教育学生层面诊断与改进评价方法研究与实践”(GXGZJG2020A018)。

摘　　要：高校学生诊改旨在打造常态化、螺旋循环的诊断与改进工作机制,建立质量保证体系,全面提升学生个人素质。而高校学生增值评价旨在破除评价指标单一的顽瘴痼疾,强调输出大于输入的多元评价。职业教育下学生诊改的目的就是学生教育发展的增值评价,评价学生诊改工作是否有成效,需检查学生个体不同维度上是否有进步,学校在学生投入上是否有净产出。职业院校学生诊改工作的评价可基于增值路径,采用层次分析和主成分分析方法进行定量和定性分析,突出关键指标和动态增值变化状况的发展理念,构建学生诊改与评价相促进的新路径。The purpose of college student diagnostic reform is to build a normal, spiral cycle of diagnosis and improvement mechanism, establish a quality assurance system, and comprehensively improve the individual quality of students. The evaluation of college students’ value-added evaluation aims to solve the chronic problem of the single evaluation index and emphasize the multiple evaluation of output over input. The purpose of student diagnostic reform in vocational education is the value-added evaluation of students’ educational development. To evaluate whether the work of student medical reform is effective, it is necessary to check whether students have made progress in different dimensions and whether the school has net output in student investment. The evaluation of vocational college students’ diagnostic reform work can be based on the value-added path. Hierarchical analysis and principal component analysis can be used for quantitative and qualitative analysis, highlighting the key indicators and the development concept of dynamic value-added changes, and constructing a new path of promoting students’ diagnostic reform and evaluation.

关 键 词：学生诊改 增值评价 建设路径 

分 类 号：G715[文化科学—职业技术教育学]