普通高中学生综合素质评价既是当前我国教育理论研究的重要议题，又是基础教育评价改革实践的焦点问题。本研究缘起于对当前北京市普通高中学生综合素质评价实践改进需求的关注。以人的全面发展理论和发展性评价理论为指导，以利益相关者理论为具体分析视角，在北京市普通高中学校选取研究案例，综合运用文献法、访谈法、问卷调查法、实物收集法、文本分析法等定性及定量研究方法，全面剖析北京市普通高中学生综合素质评价在评价内容与指标、实践操作、功能定位与结果使用以及综评电子平台四个方面的应然指向与实然现状。

结果发现，当前北京市普通高中学生综合素质评价实然与应然存在一定的偏差。第一，应然层面综合素质评价内容与指标应覆盖德智体美劳五大维度、重点体现新时代的教育发展要求、评价指标兼具发展性和可操作性。实然研究发现北京市现有指标体系的测查要点实用性与合理性有待优化，指标场景适应性与可操作性有待提高。第二，应然层面综合素质评价实践操作应具有多元参与、全员重视的评价主体；客观记录、重视发展的评价方式；监督有力、确保质量的管理制度。实然研究发现虽多元评价主体分工明确，但存在教师学生负担略重、评价主体不重视导致形式化突出、评价方式重量化导致功利性刷分、管理制度不健全导致真实性存疑等问题。第三，应然层面综合素质评价在功能定位与结果使用上应促进学生全面个性发展、促进高中育人方式改革、为高校招生提供重要参考。实然研究发现多所学校用其辅助日常班级管理，激励学生全面多元个性发展；部分学校借其改进教育教学实践，但实施效果校际差异较大；“软参考”阻滞实效发挥，导致评价出口存在机制短板；且综评报告册强调终结性评价，冲击了其发展性评价和教育性功能的发挥。第四，应然层面综评电子平台应操作简便、功能完善，可以实现多来源数据跨库对接；及时记录、修改留痕，能够便于监测评价实施过程使其具有可信度。实然研究发现综评电子平台设计使用不便、技术有待升级、功能有待完善；平台管理不严、培训效果缺乏监控，影响综合素质评价实效。

研究认为，不同利益相关者基于各自投入与诉求的衡量在利益互动中的行为选择是导致应实然偏差的深层原因。建议面向实践需求与时代要求，优化评价指标体系；引导多元主体规范有序参与，加强实施监督与管理；重视综评多重功能，促进育人选拔功能发挥；推动平台升级功能完善，加强使用者能力培训与监管。

The comprehensive quality evaluation of senior high school students is not only an important topic in the current educational theory research in China, but also the focus of the reform practice in basic education evaluation. This study stems from the need of improving the practice of comprehensive quality evaluation in Beijing.Under the guidance of people's all-round development concept and developmental evaluation theory, and from the perspective of stakeholder theory, some senior high schools in Beijing are selected in this case study.By using literature method, interview method, questionnaire survey, physical collection, text analysis and other qualitative and quantitative methods to carry out this research, it comprehensively analyzes the proper direction in terms of policy demands, theoretical requirements and practical needs and actual situation of the comprehensive quality evaluation in Beijing.

The results show that there is a certain deviation between the current comprehensive quality evaluation of senior high school students in Beijing and what it should be. First, the content and index of comprehensive quality evaluation should cover the five dimensions of morality, intelligence, physique, beauty and labor, and focus on reflecting the requirements of educational development in the "new era". And the evaluation index should be both developmental and operable. The actual study found that the practicability and rationality of the existing test points need to be optimized, and the adaptability and maneuverability of the index scene need to be improved. Second, the practical operation of comprehensive quality evaluation should have multiple participants who attach importance to it, and the evaluation methods should be objectively record and attach importance to development, and management systems should supervise effectively and ensure quality. But the actual study found that although the division of labor of multiple evaluation subjects is clear, however, there are some problems, such as it cause slightly burden on teachers and students,and evaluation subjects lack of attention on it leading to formalization, the evaluation methods which is emphasis on quantification leading to utilitarian scores, and the imperfect management system leading to doubt of authenticity and so on. Third, the comprehensive quality evaluation should promote the comprehensive and individual development of students, promote the reform of senior high school education style, and provide important reference for college enrollment in terms of functional orientation and the use of results. In fact, the study found that some schools use comprehensive evaluation to assist daily class management and encourage students to develop multiple personalities in an all-round way, and a small number of schools take advantage of comprehensive evaluation to improve education and teaching practice, but the implementation effect varies greatly among different schools. What’s more, there is a deficiency in the export mechanism of comprehensive quality evaluation because the evaluation results are seldom used in the enrollment of college entrance examination, and the comprehensive evaluation report book emphasizes the final evaluation, which impacts the exertion of its educational function.. Fourth, the comprehensive evaluation electronic platform should be easy to operate, have perfect function, and achieve multi-source data cross-database docking; and it should timely record, leave marks when being modified to facilitate the credibility of it. But it is found that the design and use of the electronic platform is inconvenient, the technology needs to be upgraded, and the function needs to be improved; the lax management of the platform and the lack of monitoring of the training effect affect the effectiveness of the comprehensive evaluation.

The study found that the behavior choice of different stakeholders in interest interaction based on the measurement of their respective inputs and demands is the deep cause of the deviation between what it is and what it should be. It is suggested that we should optimize the evaluation index system to meet the needs in the practice and the requirements of the times, guide multiple subjects to participate in a standardized and orderly manner and strengthen implementation supervision and management, attach importance to the multiple functions of comprehensive evaluation and promote its function of education and selection, and promote the upgrading function of the platform and strengthen user ability training and supervision.