On The Application Of Formative Assessment In Junior High School Chemistry Teaching

With the deepening of the all-round development education and curriculum reform,formative assessment has been paid the most attention to. However, affected by thediscipline-based education theory, teachers employ tests to assess students and focus moreon learning results rather than the learning process, ability, the development of emotionalattitude and values. Therefore, students dominate role in learning is being weakened. Apartfrom summative assessment, formative assessment should be included in teachingevaluation which aims at learning and emphasis the learning process. This study aims atexploring the strategies in teaching Junior Chemistry using formative assessment in hopeof providing beneficial reference for front-line teachers and be of a little help to the reformof teaching assessment.After studying and drawing lessons from the relevant studies of formative assessmentat home and abroad, the writer analyze the types and features of formative assessmentbased on the reference Bloom teaching theory, constructivism learning theory and MultipleIntelligence. Also, the writer tries out the strategies of raising questions, the experimentalevaluation questionnaire, assignment, tests, interview, self-assessment and peer assessmentin teaching to figure out the effectiveness this assessment. The results of the questionnairetogether with the students test grades show that formative assessment is of vital importancein developing students’ interest and building up their confidence in learning Chemistry,contributing to students’ higher grades. Meanwhile, it is of great help in improving therelationships between teachers and students, between students and students.