Abstract
The comprehensive quality evaluation is an evaluation system that identifies and explores students’ strengths. By examining the developmental progress of pilot provinces that have implemented comprehensive quality evaluation, valuable insights and guidance can be derived for other provinces preparing to adopt this evaluation approach. This study conducts an investigation and research on students, teachers, and middle managers from 12 high schools in two pilot areas, Zhejiang and Jiangsu provinces. Using a combination of empirical and qualitative research methods, it aims to explore the levels of satisfaction and recognition among different research subjects regarding the current implementation situation and analyze the existing issues in the current implementation process. According to the corresponding theory, an in-depth analysis is conducted from four dimensions to uncover the underlying causes of the problem, while proposing recommendations to enhance and advance comprehensive quality evaluation. These recommendations are first to enhance further the standard level of matching and integration in comprehensive quality evaluation; second to augment the utilization level of comprehensive quality evaluation; third to elevate the significance of comprehensive quality evaluation results; and fourth to improve the credit rating system associated with comprehensive quality evaluation.
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