Study On The Assessment Of Junior Students' Mathematics Learning

With the informationization of the 21^st century, mathematics teaching, mathematics and students, is facing an emergency for change. The common trend is reflection and transformation of the old mode of mathematics teaching. Assessment on the mathematics teaching, an important part of mathematics teaching transformation, symbolizing the value of the mathematics teaching, is the key and the focus of the teachers, students and the educators. Most attention is drawn to the development of the assessment of students' mathematics learning. The assessment of students'mathematics learning with the strong characteristic of examination concerns the future of students. So the study on the assessment becomes an emergency.The writer witnessed the distorted assessments from teachers in many schools in his own teaching experience. Narrow range, single assessment form and focus on the distinguishing and choosing capacity are the main problems of the distorted assessments. No attention is attached to the process assessment. The criterion for mathematics indicates the assessment should consider not only the score, but also the process, not only mathematics learning level, but also affect and attitude in mathematics learning process. Therefore, the transformation of the assessment on junior students mathematics learning process becomes a new task for discussion. It is the aim of this paper.This paper begins with the theory of the assessment on mathematics learning, including the values, the meanings, the objectives and the types of the assessment on mathematics learning; then it exposes the assessment contents of junior students mathematics learning, including the process assessment and the after-class assessment; last it shows the research and application of different assessment forms in junior students mathematics learning.After so much research and writing, the writer personally believes the assessment on junior students mathematics learning should pluralize the individuals, and diversify the assessment forms. Teachers should collect as much information as possible to affirm students' achievement. Considering the students past, recognizing the students present and focusing on the students' future are what the teachers should do in the assessment of mathematics learning. Simple comments and grading scores should be avoided. Instead through the assessment attention and care are given to students to improve their learning, to achieve the teaching objective, to discover their potential, to develop their strong suit, to learn their needs, to help them to learn themselves, and to be self-confident. At the same time, the assessment process specializes the teachers, diagnoses their teaching problems, designates their development goal, improves their teaching process, advances their teaching ability, and satisfies their personal development. In the course of application of the new criterion, teachers should put a fresh view of assessment on junior students' mathematics learning to transform teaching for promoting students development.