Research On Primal School Teachers’Understanding Of Mathematical Assessment Tasks

Educational assessment is the most effective way to get students’ real information feedback, to improve education strategy, to improve management effectiveness and so on. Assessment is also an important object of the new curriculum reform, and as important implementers of everyday teaching assessments in schools, teachers’ important position and role also have been highlighted.Teachers not only need to assessments, but also often use assessments, and the level of teachers’ assessment literacy affects the effectiveness of assessment reform. So, this study intents to take the level of teachers’ understanding of assessment tasks as the breakthrough point to penetrate the status quo of teachers’ assessment literacy now.Teachers’ understanding of assessment tasks include four aspects: measured attributes, students’ problem-solving process, factors influencing students’ problem-solving, anticipation of difficulties encountered by different level students. This research mainly adopts questionnaire and cognitive interview methods to compare sixteen teachers with six students about understanding of assessment tasks, to analyze their alignment.Through the analysis, mainly draw the following four conclusions:1. The teachers’ understanding of the attributes measured by assessment tasks is not comprehensive. Teachers tend to answer relatively accurate on knowledge level, but lack of substantive answer on cognitive level. Although some teachers realized to investigate the students’ ability combining the teaching goals but the answer is too general. 2. Teachers can’t understand students’ problem-solving process thoroughly. Mainly based on their understanding of the tasks, the problem-solving process represents a feature of jumping, abstract, and not different according to students. The difficulty of problem-solving strategies used by teachers is relatively higher and singler than students’.3. The teachers’ understanding of the factors influencing problem-solving is not deep. Most teachers only consider from the dimension of students, focusing on knowledge (concepts) and methods. Rarely analyze the difficulty characteristics of tasks.4. The teachers’ anticipation of the difficulties encountered by different students is not accurate. Most teachers can anticipate difficulties of medium and low level students, but not distinct, only different in degree.The teachers’ understanding of assessment tasks is not high in general. Assessment is still the weakest part of the teachers’professional practice.