Some plagiarized paragraphs, this seems to be more useful: the evaluation content of primary school students' comprehensive quality evaluation mainly includes two aspects: basic development goals and discipline development goals. 1, basic development goals Basic development goals are the main basis for evaluating students' comprehensive quality. Its basic contents mainly include moral quality (accounting for 15%), civic literacy (accounting for 10%), learning ability (accounting for 40%), communication and cooperation (accounting for 15%), sports and health (accounting for 10%), and sports. Discipline development goal Discipline development goal is the main basis for evaluating students' academic performance. Its basic content is the learning objectives listed in the curriculum standards of various disciplines and the goals that students should achieve in each learning period, including knowledge and skills, processes and methods, emotional attitudes and values. Pay attention to the evaluation of learning interest, learning attitude, learning methods, learning habits, independent cooperation and inquiry ability, and pay attention to the improvement of students' humanistic spirit. Evaluation methods Evaluation methods include daily evaluation, periodic evaluation and summative evaluation. When evaluating, we should grasp the operating principle that "daily evaluation is the basis of phased evaluation, and phased evaluation is the basis of summative evaluation". 1. Teachers should pay attention to students' progress and development, pay attention to students' performance, make evaluation in time, and make records and data collection in time. (1) Real-time evaluation. Teachers should adopt a variety of open evaluation methods (such as oral evaluation, performance evaluation, interview, behavior observation, questionnaire feedback, situation test, etc.). In the process of education and teaching, we should evaluate each student's strengths, weaknesses and development potential in time to meet each student's development needs. (2) growth record. Growth records should collect important materials that can reflect students' development and progress, including students' self-evaluation, evaluation information from classmates, teachers and parents, outstanding performance of students in cultural and sports activities, phased results of subject tests, excellent works of students, etc. Students are the main recorders and managers of growth records. Growth records should always reflect the principle of good faith, with the open participation of teachers, classmates and parents, so that the recorded situation is typical, objective, true and easy to show. (3) academic examinations. Examination is an effective evaluation method. According to the purpose, nature, content and object of the examination, we should choose the corresponding examination method to promote the progress of each student. In addition to the traditional paper-and-pencil test, oral test, listening test, performance display, experimental operation and computer operation can also be set up for students to take the second test. Paper-and-pencil exams can take different forms, such as closed-book exams, open-book exams or exams combining open-book and closed-book exams. (4) performance. Through various activities, such as speech contest, small production, small invention, small contest, style and art, students' specialties are displayed, students' personality is publicized, learning interest is cultivated, and all-round development is promoted. 2. Stage evaluation (1) Comprehensive quality evaluation is conducted in the class. Each class should set up an evaluation team, composed of class teachers and subject teachers, the number is generally not less than 5. In principle, each group member should teach students for no less than one year, and be familiar with and understand the students in this class, with strong sense of responsibility and good integrity. The evaluation team is nominated by the school evaluation Committee and announced to the students in advance. (2) The comprehensive quality evaluation team should evaluate each student in stages at the end of each semester based on the students' daily performance, and give students an objective and fair evaluation by referring to various materials and collective discussion. Teachers should be good at collecting and analyzing relevant data and other forms of behavior that can reflect students' learning process and results, and use these data and performances to describe students' learning situation. The phased evaluation results are filled in the "Handbook of Comprehensive Quality Evaluation of Primary School Students". 3. summative evaluation (1) summative evaluation should be organized by the school evaluation Committee and completed before the students leave school. The evaluation is based on the evaluation results of students' comprehensive quality in different stages, and through the conversion of corresponding grades, the average scores of all stages are taken as the final evaluation results, which are recorded in the Handbook of Comprehensive Quality Evaluation for Primary School Students and reported to the Education Bureau for verification. (2) The conversion standard of the score: excellent 10, good 8, qualified 6 and unqualified 4. (3) The administrative department of education shall guide the evaluation work of schools, train the evaluators, monitor the evaluation process, accept complaints and reports, and investigate and deal with violations in the evaluation process. The evaluation result is 1, and the evaluation result is presented as a (1) hierarchical expression. It is divided into four grades: A, B, C and D, namely, excellent, good, qualified and unqualified. Among them, the excellent proportion does not exceed 40%. The determination of students' comprehensive quality level should be very serious and prudent. Students assessed as "unqualified" shall be audited by the school evaluation committee and reported to the school administrative committee for study and decision. (2) Qualitative comments. Based on the content of comprehensive quality evaluation, give students a comprehensive comment, which can also include the content not included in grade evaluation, especially highlighting students' personality, specialty and potential. Comments should use enlightening language to objectively describe students' progress, potential and shortcomings. At the same time, it is necessary to formulate a clear and concise promotion plan, promote students' development, help students know themselves and establish self-confidence. The evaluation of low-level students should be simple and vivid.