Kindergarten Teachers Use Informal Evaluation Of The Status Quo And Improvement

Informal assessment is an important part of preschool education, and is also one of the ways that the kindergarten teachers evaluate children in daily education activities. Teachers’ ability and quality in using informal assessment is directly related to the effectiveness and quality of evaluation, the level and quality of education and teaching, and the development of children.What is the current situation about applying informal assessment in kindergarten? This is the main purpose and questions of this research. Based on it, this research summarizes some questions existed in the application of informal assessment,analyse the reason and does improved research through teacher training about how to use informal assessment correctly.Specifically, this study is divided into "Survey on the kindergarten teachers use informal assessment" and "improvement research on kindergarten teachers use informal assessment" Survey section including two parts:the general status of research and the status of using informal evaluation to improve teaching.Multi-methods are adopted in present research:interviews, observation and so on. The study concludes the following specific conclusions:1. Survey on the kindergarten teachers use informal assessment(1) General Survey Results:In assessment pattern:verbal assessment is more than non-verbal assessment; and in the nature of assessment:positive assessment is more than negative; In the contents of the assessment, the kindergarten teachers mainly view on whether the young children obey the "discipline" and participate actively; the emotional investment:it is most in the non-verbal assessment;(2) Survey Results about using assessment for improvement teaching:In the assessment object:mostly about developed children; In obtain assessment information:mostly about whether the young children obey the "discipline" and participate actively; In assessment function:assessment for teaching is not achieved.(3) Problems:In informal assessment, the teachers’assessment ways is limited,gain some not complete information; and the content of assessment is not enough in detail, and have low connection with teaching;in informal,the teachers’always views on result assessment,not process;low effectiveness of the evaluation,especially in positive assessment, and lead to not encourage children;in informal evaluation criteria are not uniform and objective;using assessment for improvement teaching is not realized.2. Analysis about problems of kindergarten teachers use informal evaluationThe research results shows:the reasons of kindergarten teachers’problems in using informal assessment is as follows:lack of knowledge of teacher evaluation and knowledge of the field of teacher; teachers’stereotypes.3. Improvement research on kindergarten teachers use informal assessmentIn this part, firstly we draw up intervention program of teacher using informal assessment; secondly we experience a process:play-revise-play. By practicing of intervention program, we find out:teachers’understanding of the "evaluation" shift; the ways of teacher applying informal assessment is more diversified; teachers’ability of using assessment information is improved.Of course, the following correlative questions should be studied in future research:the expansion of the sample size; extending teachers’training time, frequency and observation time.