Authentic Assessment Of Students In Learning Geography

In the new reform of geographical curriculum and education, the students' need should be paid more attention. The authenticity and multiplication are the core of the student evaluation. Among the various evaluation methods, the authentic evaluation, with its unique connotation and nature, complies with development trend and needs of the geography new curriculum, the students, the society as well as the geography science.Using reviewing literature, summarizing experiences and doing empirical research, and combining the characteristics, functions, and principles of the authentic evaluation, this thesis tries to construct and analyze a system of authentic evaluation on the students' learning in the geography teaching practices by taking a teaching class as case study with the following five parts:The first part traces the history of the authentic evaluation in geography teaching. I point out that the authentic evaluation derived from the view of construct teaching, the view of humanism curriculum and the view of experience and naturalism education is a rethink on the traditional geography education appraisal, a criticism on the trend of control, and a effective solution to the present questions.The second part explains that the geography authentic appraisal is an evaluation of human, which is reflected from its in its characteristics such as structure and logic, designs and standards, fairness and equality. Persisting on the geography authenticity appraisal will be helpful to the development of the students' high-level thinking ability, and can promote, the corporation between teachers and students and thus realize fair and real appraisal. In the process of the authentic evaluation, that the students are the core of the teaching has been manifested, the teaching process, contents and appraisal can be combined systematically.In the third part, with the principles of being authentic, representative, and participated, a framework of constructing the authentic appraisal system in the practice of geography teaching. This framework argues that the multiplication of the main bodies should be emphasized, the evaluation on the students' performance and growth record should be advocated. In strategy, I suggest that the traditional examination methods should be reformed to implement the authentic evaluation.In the fourth part, taking a teaching class as case study, I analyze how to implement the authentic evaluation on the students geography learning.Finally, I make a conclusion and point out the problems existing in this research and the directions for the future studies.