新世纪之初，我国新一轮基础教育课程改革启动。学业评价体系的改革是其中的重要一环。新的课程评价理念提倡建立一个目标多元、方式多样、注重过程的评价体系。通过评价，了解和发展学生多方面的潜能，了解学生发展中的需求，帮助学生认识自我建立自信，促进学生的发展。结合历史学科的特点，本研究以新的历史课程标准为依据，以新的评价理论为指导，着重对高一学生的历史学业情况开展多元化的评价，从学习方式和情感态度价值观两个方面观察他们在实验中的变化。全文分为理论研究和教学实证研究两大部分。其中理论研究部分对历史学科实施多元学业评价的可能性，以及应坚持的原则，评价主体的确立，评价内容的选择，方式和工具的采用等进行了研究。教学实证研究则是在理论研究的基础上，按时段将评价确定为课堂评价、单元评价、学期评价、学年评价四个阶段，课堂评价积累形成单元评价，单元评价积累形成学期评价，学期评价综合形成学年评价，构成环环相扣的体系。每个时段的评价以课程标准规定的知识与能力、过程与方法、情感态度价值观为评价维度，并配以适当的方法和工具对学生进行全面的评价。评价过程中，积极调动学生、家长的积极性最终构建一个多主体、多方面的评价体系。通过实证研究和案例分析，发现历史学科多元学业评价体系建立的效果主要体现在三个方面：1、学生学习历史方法转变明显；2、创设了师生共同成长的过程。

At present, the reform of assessment system is one of the important links in the basic education reform. Through the new assessment system, we can find out students’ potential, find out students’ requirement in developing, help them to understand themselves and establish self-confidence, and promote their development. In this research, we carry out diverse achievement assessment in the history course to students’ school work in senior high school according as the new history content standard and the new evaluation theories, observe their change in experiment from learning means and sensibility.The thesis is divided into the theories research and practices research. The theories research part carries out the possibility of diverse achievement assessment and define to the concept of history subject achievement assessment. The practices research part illustrate the concrete process of evaluation and gives the case.Through the research, we find that the diverse achievement assessment is useful not only to teachers but also to students. Firstly the way that students study the history has changed obviously. Secondly, the idea that teachers teach and evaluate also has changed greatly in process of achievement assessment.