Formative Classroom Assessment Model Learning For Students Of Biological Research On The Impact

In the subject of the study, the authors made exploration and experimental research on the assessment model for learning in classroom.Through the study of theory about cognitive learning and assessment for learning, by virtue of years of teaching in the classroom observation and insights, This study established a assessment model for learning in classroom for students to learn cognitive development.I made experimental impact study that the dependent variables wear biological significance acceptable and learning self-efficacy level.Short period of time, formative assessment model for classroom learning had no significant effect on the self-efficacy of students.Teaching and level of learning had significant interaction on the self-efficacy of students.Formative assessment model for classroom learning had significant effect on the biological effects of the students. It shows formative assessment model for classroom learning has practical value.Formative assessment model for classroom learning and level of learning had no significant interaction on the biological effects of the students. This experiment was carried out at a low level school, so the study demonstrated that formative assessment model for classroom learning is applicable to the different levels of classes within the lower level context.In the process of memory of biological Proposition , learning concept and building networks of Proposition, formative assessment model for classroom learning is no significant advantage. Teaching and students' level has significant interaction on learning concept and building networks of Proposition.Formative assessment model for classroom learning has significant advantages in the construction and use of biological knowledge network and solving biological problems. And teaching models and students' level in learning has no significant interaction.