华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2018, Vol. 36 ›› Issue (3): 41-56+167.doi: 10.16382/j.cnki.1000-5560.2018.03.005

• 综合素质评价 • 上一篇    下一篇

高校“三位一体”综合评价录取质量与公平的个案研究

李云星1, 姜洪友2, 卢程佳2, 陈天云2, 张振良3, 楼英伟3, 李伟建1   

  1. 1. 浙江师范大学教师教育学院, 浙江金华 321004;
    2. 浙江师范大学学生处, 浙江金华 321004;
    3. 浙江师范大学本科教学部, 浙江金华 321004
  • 出版日期:2018-06-20 发布日期:2018-04-24
  • 基金资助:
    国家社科基金教育学重大招标课题"适应新高考要求的普通高中学业水平考试与综合素质评价实施策略研究"（VHA150003）。

Quality and Equity: A Case Study of the “Trinity” Evaluation and Enrollment in Higher Education Institutions

LI Yunxing1, JIANG Hongyou2, LU Chengjia2, CHEN Tianyun2, ZHANG Zhenliang3, LOU Yingwei3, LI Weijian1   

  1. 1. College of Teacher Education, Zhejiang Normal University, Jinhua Zhejiang 321004, China;
    2. Student Affairs Department, Zhejiang Normal University, Jinhua Zhejiang 321004, China;
    3. Undergraduate Teaching Department, Zhejiang Normal University, Jinhua Zhejiang 321004, China
  • Online:2018-06-20 Published:2018-04-24

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摘要： 本研究聚焦高校招录的质量与公平问题，以浙江师范大学为研究对象，比较了"三位一体"综合评价录取学生和同专业普通高考浙江省内招录学生的各项表现。研究发现，尽管存在专业和年度差异，高考成绩全面落后的"三位一体"综合评价录取学生却在专业认同、平均学分绩点、党组织与学生组织参与、获奖、竞赛、荣誉等方面整体优于参照群体。数据还显示，"三位一体"综合评价录取更有利于城镇生源学生脱颖而出。高校"三位一体"综合评价录取应进一步明确定位、提升科学性并审慎看待、解决其公平问题。

关键词: "三位一体"综合评价录取, 质量, 结果性公平

Abstract: Focusing on quality and equityin admission, the paper takes Zhejiang Normal University as the research object and compares the performances of the students enrolled through "Trinity" Comprehensive Evaluation in the college entrance examination. The findings show that, despite the gaps between programs and grades, the performance of students enrolled through "Trinity" Evaluation as a whole is better than the reference group in terms of program identity, GPA, participation in the Party and student unions, as well as awards and honors. The data also reveal that "Trinity" Comprehensive Evaluation and enrollment are more favorable to urban students. The paper concludes that "Trinity" Comprehensive Evaluation and enrollment should be employed more cautiously and improved.

Key words: "Trinity" Comprehensive Evaluation enrollment, quality, resultant equity