Studies On Design And Implementation Of Standards-based Academic Achievement Assessment By Teachers

The study is to find out how standards-based academic achievement assessment be designed and implemented by teachers. Analysis shows teachers are using norm-referenced model in academic achievement assessment, which does not match with the theme of formative assessment advanced by government. It’s assumed that teachers need to transfer from norm-referenced to criteria-referenced, that is, they should design and implement standards-based academic achievement assessment.The conceptual framework is extracted by the review of related literature, which suggests that assessments be thought from the view of promoting students’study. And teachers need to get clear assessment objectives by analysis of standards, to design assessment tasks before instruction activities and to implement it as a part of instruction. What’s more, the experience of Scotland shows that two conditions are prerequisite for teachers to design and implement standards-based academic achievement assessment. Fist, with the clear standards framework, the government should assure that teachers have full professional autonomy. Second, teachers should have a strong sense of responsibility and think assessment from the view of students. For assessment supporting learning, teachers of Scotland get objectives through Shared Understanding of Standards, shared with students and engage them in the whole process of assessment. They design a variety of assessment tasks to know students’learning needs and do corresponding teaching decision-making. In addition, implementation and feedback is closely integrated with the learning process, which is aimed to meet the corresponding needs in each stage.In short, there are four conclusions. Firstly, standards-based academic achievement assessment is for learning by providing information support for teaching and learning. Secondly, this support will be realized by the consistency between assessment, instruction and curriculum, that is, assessment objectives should be clarified by analysis of standards. Thirdly, to make instruction based on the assessment, assessment tasks should be designed before instruction activities and be implemented as an integrated part of instruction. Finally, feedback needs to reveal students’learning needs, the gap with standards. Besides, the smooth development of all these activities needs external professional support, especially, those from government.