The comprehensive quality evaluation standards for the Changsha High School Entrance Examination are as follows:
1. Ideology and moral character: Focus on examining students’ ability to practice socialist core values, promote China’s excellent traditional culture, and be honest, trustworthy, and disciplined Compliance with the law and other aspects of performance.
2. Academic level: Focus on examining students’ ability to apply the national common language, subject foundation and learning ability.
3. Physical and mental health: Focus on examining students' "National Student Physical Health Standards" test scores, weight and height ratio, mental health and other basic health indicators.
4. Artistic literacy: Focus on examining students’ aesthetic feelings, understanding, appreciation and performance abilities in art, as well as their interests and expertise in music, dance, drama, opera, art, calligraphy, etc.
5. Labor and social practice: Focus on examining students’ experience and performance in daily life labor, production labor and service labor, as well as their experience and experience in social practice.
Comprehensive quality evaluation refers to an assessment task organized by secondary schools across the country to comprehensively evaluate the comprehensive quality and ability of all students at the end of each semester or at the end of each school year. The comprehensive quality evaluation comes from the reform of the national junior high school graduation and high school admissions system by the Ministry of Education in 2006. The evaluation shows the essence of quality education.
In some areas, the last comprehensive quality evaluation of each student in the sixth year of primary school and the third grade of junior high school (grade nine) or the third year of high school is included in the high school entrance examination scores, college entrance examination scores and student files as high school admission and Reference or admission data for university admissions. However, this assessment is generally not conducted in universities.
Comprehensive quality evaluation is generally divided into seven dimensions (different regions or school structures vary slightly), namely "moral quality", "civic literacy", "learning ability", "communication, cooperation and practical innovation" Sports and health”, “aesthetics” and “expression ability”. The seven dimensions are divided into several items.
The importance of comprehensive quality evaluation:
The quality of comprehensive quality evaluation results depends entirely on the student's usual behavior, learning attitude, and behavior in school. This is also an important indicator for enrollment in higher education institutions and cannot be ignored. Therefore, "comprehensive quality evaluation" is related to the issue of further education, and its importance is sometimes no less important than test scores.
However, because individual students are sometimes dissatisfied or disgusted with a certain classmate, there may be biased results, unfairness or malicious retaliation. Therefore, the final result data must be reviewed and approved by the head teacher before it can be included in the file.
If the results are biased, the head teacher will modify the data to make it better. Especially in the third grade of junior high school, the assessment results cannot have a "C" grade, let alone a "D" grade. If there is, it will most likely affect the issue of further education. Therefore, students should pay special attention to their words and deeds in school.