A Study On The Fairness Of Student Evaluation In Classroom Teaching

Fair student evaluation in classroom teaching is the concrete embodiment of educational equity in classroom evaluation.Whether it is realized or not reflects the fairness of education,but also restricts the realization of the fairness of education.Among them,the fairness of student evaluation can be regarded as one of the important internal factors of educational fairness.From the point of view of the current academic research,although there are some discussions on the fairness of student evaluation,most of the studies are aimed at the analysis of the characteristics of fairness in the current teacher's evaluation of students,and the criteria for fairness of student evaluation still need to be further clarified in theoretical research and practical practice.With the enhancement of students' awareness of their rights and the growth of their demand for fairness,the research on students' evaluation of fairness in classroom teaching has become a topic of great theoretical and practical significance.Based on the concept of fairness,this study mainly deals with the process of students' acquisition and the evaluation of its effects in the teaching process.This paper uses research methods such as classroom observation and interview to discover and think about the lack of fairness in students' evaluation in classroom teaching,and then puts forward corresponding strategies to maximize the fair development of each individual student.On the basis of combing the existing relevant research,the paper points out that the fair student evaluation in classroom teaching is an evaluation method that teachers adopt the most suitable procedure and method for the individual student based on the actual situation of the student,to maximize the consistency between the evaluation of each individual student and its actual performance,and to maximize the development of each student on the basis of fairness.It has the characteristics of current adaptability,future orientation,difference standard and judgment explanatory.Based on the judgment dimensions of evaluation rights,evaluation methods,evaluation criteria and evaluation contents,the paper gives guidance to empirical research.It investigates and analyses the lack of fairness in the evaluation of students in current classroom teaching,such as teachers' care for students' rights,ignoring the diversity of evaluation methods,denying thedifferences of individual differences,ignoring the appropriateness of evaluation contents and so on.Fairness awareness is shallow,evaluation methods are mere formality,teachers' stereotype of students and teachers' evaluation content tends to be utilitarian are the causes of the lack of fairness of students' evaluation in classroom teaching.Through theoretical research and practical investigation,this paper puts forward some strategies to promote individual development of each student,such as emphasizing democratic equality in evaluation rights,advocating practical and feasible evaluation methods,embodying multiple differences in evaluation criteria,and pointing evaluation contents to humanistic care.