本书从追问“李约瑟之谜”与“韦伯疑问”开始，反思“学习评价究竟有什么用”的问题。整合关于学习的评价、促进学习的评价和作为学习的评价等评价新理论，以制度分析理论为框架，采用混合研究的技术路线，运用问卷调查法、访谈调查法、课堂观察等方法展开职业教育学习评价效用的理论、现状与改进的研究。重点从制度变迁的视角，分析了职业教育学习评价应有的效用观，拓展了“以评促教”和“以评促学”的传统观念；从“评价——改进——新的学习”的过程结构，建构了职业教育学习评价制度效用的分析框架与链式中介模型；运用沃斯特根指数和发展指数，测算了中国职业教育学习评价的公平情况与促进发展的效用。

The book begins by asking the "Needham Mystery" and "Weber's Question", and reflects on the question of "what is the use of learning evaluation". Integrate new evaluation theories such as evaluation of learning, evaluation of promoting learning, and evaluation as learning, take institutional analysis theory as the framework, adopt the technical route of mixed research, and use questionnaire survey method, interview survey method, classroom observation and other methods to carry out research on the theory, status quo and improvement of the effectiveness of vocational education learning evaluation. From the perspective of institutional change, this paper analyzes the concept of the utility of vocational education learning evaluation, and expands the traditional concepts of "promoting education with evaluation" and "promoting learning with evaluation". From the process structure of "evaluation-improvement-new learning", the analysis framework and chain intermediary model of the effectiveness of the vocational education learning evaluation system were constructed. Using the Worstergen index and development index, the fairness and development effectiveness of vocational education learning evaluation in China were measured.（AI翻译）

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