《深化新时代教育评价改革总体方案》提出了“深化考试招生制度改革，促进学生全面发展的评价办法更加多元，到2035年基本形成富有时代特征、彰显中国特色、体现世界水平的教育评价体系”。《十四五规划纲要》进一步要求“深化新时代教育评价改革，健全教育评价制度和机制”。如何兼具科学和教育公平，促进人才选拔和培养机制的优化，探索多元招生录取机制，是新时代深化考试招生制度改革和建设高质量高等教育体系必须回答的重大现实问题。国家多次在政策文件中强调要深化考试招生制度改革，探索综合评价、多元录取的选拔方式，为考试招生制度改革指明了方向。
高校综合评价录取是指高校依据多种评价方式，依据多种评价要素，对学生的知识、技能等智力因素和思想品德、意志毅力、兴趣特长等非智力因素以及身体健康状况、体能素质等综合素质进行全面而有个性的评价、选拔。在浙江先行采用“三位一体”综合评价招生录取模式之后，上海、江苏、山东等省市纷纷启动综合评价录取改革，高校综合评价录取规模逐步扩大，试点高校涵盖层次越来越广泛。然而，高校综合评价录取也受到质疑，面临了现实困境。
因此，本研究以高校学生全面发展为牵引，深入探究统一高考和综合评价招生录取模式下学生的成就差异及其影响因素，运用全面动态纵向数据浙江省高校2017-2019级学生进行实证分析，探索学生发展和成就评价理论和指标体系，并对多元招生录取模式和学生成就的相互作用机理进行深入剖析。
研究结果发现，在考虑学生个人、高校和家庭背景情况下，综合评价和统一高考录取的学生在高校取得的成就存在显著差异，且成就在各个维度表现有所不同。综合评价录取的学生在大学生竞赛获奖、参与活动和领导力方面表现优于统一高考录取的学生，而在平均成绩绩点GPA（Grade Point Average）排名和全国英语测试方面低于统一高考录取的学生。并且，个人、高校和家庭社会经济地位对学生成就各个维度呈现一定的影响。
因此，综合评价实施过程要完善招生录取方式，结合学生特长优势学科，进行科学评价。高校应优化新高考生源学生培养机制，对新高考生源学生进行个性化培养，完善新高考生源的人才培养模式。学校在进行综合素质评价注重构建特色化评价指标，积极探索可操作性的综合素质评价体系和方案。高校招生录取应考虑弱势群体学生，体现新高考改革公平性。各级政府和教育行政部门应该为农村偏远学校提供和创造展示学生综合素质的机会、平台、资源和其他保障条件，确保综合评价录取的顺利实施。

The General Plan for Deepening Educational Evaluation Reform in the New Era proposes "deepening the reform of the examination and enrollment system, promoting more diversified evaluation methods for students' all-round development, and basically forming an educational evaluation system with contemporary characteristics, highlighting Chinese features and reflecting world standards by 2035". The 14th Five-Year Plan further calls for "deepening the reform of education evaluation in the new era and improving the education evaluation system and mechanism". How to combine science and education fairness, promote the optimization of talent selection and cultivation mechanism, and explore multiple admission mechanisms, is a major practical question that must be answered in the new era to deepen the reform of examination and admission system and build a high-quality higher education system. The state has repeatedly stressed in policy documents to deepen the reform of the examination and admission system, explore the comprehensive evaluation and multiple admission selection, which has pointed out the direction for the reform of the examination and admission system.
Comprehensive evaluation of admission to colleges and universities is based on a variety of evaluation methods, based on a variety of evaluation elements, knowledge, skills and other intellectual factors of students and non-intellectual factors such as moral character, will and perseverance, interests and strengths, as well as physical health, physical fitness and other comprehensive qualities for a comprehensive and individual evaluation, selection. After Zhejiang first adopted "three in one" comprehensive evaluation admissions model, Shanghai, Jiangsu, Shandong and other provinces and cities have started comprehensive evaluation admissions reform, the scale of comprehensive evaluation admissions to colleges and universities has gradually expanded, the pilot universities cover a wider and wider level. However, the comprehensive evaluation admission of colleges and universities has also been questioned and faced with realistic dilemmas.
Therefore, this study takes the comprehensive development of college students as the traction, deeply explores the difference of students' achievement and its influencing factors under the unified college entrance examination and comprehensive evaluation admissions model, uses comprehensive dynamic longitudinal data Zhejiang colleges and universities 2017-2019 class students to conduct empirical analysis, explores the theory and index system of student development and achievement evaluation, and conducts the mechanism of the interaction between multiple admissions model and students' achievement In-depth analysis.、
The results of the study found that there were significant differences in the achievements of students admitted by comprehensive evaluation and unified college entrance examination in colleges and universities considering students' personal, college and family backgrounds, and the achievements performed differently in each dimension. The students admitted to the Comprehensive Evaluation outperformed those admitted to the Unified College Entrance Examination (UCE) in terms of winning college competitions, participation in activities, and leadership, but were lower than those admitted to the UCE in terms of Grade Point Average (GPA) ranking and national English tests. Moreover, personal, college, and family socioeconomic status show some influence on each dimension of student achievement. 
Therefore, the implementation process of comprehensive evaluation should improve the admission method and combine the scientific evaluation with students' special strengths and disciplines. Colleges and universities should optimize the cultivation mechanism for students with new college entrance examination sources, personalize the cultivation of students with new college entrance examination sources, and improve the talent cultivation model for new college entrance examination students. Schools focus on building characteristic evaluation indexes in conducting comprehensive quality evaluation, and actively explore operable comprehensive quality evaluation system and programs. Admissions to colleges and universities should consider disadvantaged students and reflect the fairness of the new college entrance examination reform. Governments and educational administrations at all levels should provide and create opportunities, platforms, resources and other guarantee conditions for rural and remote schools to demonstrate students' comprehensive quality to ensure the smooth implementation of comprehensive evaluation