Research On The Situation Of Kindergarten Teachers’ Using Informal Assessment

Informal assessment is a way of assessment which can promote the development of children. It refers that teachers understand children constantly through the observation(direct observation and indirect observation) or interactive in the kindergarten, and make timely and effective judgment and feedback according to the performance of the children. This way of assessment conforms to the trend in pre-school education evaluation, which pays attention to the process and authenticity, and it is widely used in the kindergarten, because of its flexibility and real-time which conform to the needs of assessment in the kindergarten. Therefore, the level and the quality of teachers’ informal assessment will directly relate to the children’s growth and development in the kindergarten.This research attempts to present the current condition of the teachers’ informal assessment in the kindergarten through the trigger events and its occurrence and development in different activities. It is studied through collecting and analyzing 960 times of informal assessments in three classes of the two kindergartens.The trigger events of the teachers’ informal assessment focus on the three types of events, which are, children obey the rules or not, children’s learning behavior and accidental behavior; There is no informal assessment in game activities, and its value has not been implemented in the game activities; the purpose of teachers’ assessment aims at establishing the rule consciousness and maintain the class order, which neglect the active function in children’s personality and ability; There are too much negative assessment and insufficient positive assessment in teachers’ assessment in the kindergarten; Teachers pay attention to the positive assessment in teaching activities, but ignore its value in other activities; There are too much criticism in teachers’ assessment, which lack of support and encouragement towards children. It is too general and universal in teachers’ informal assessment. It contains the following phenomena in criticism, which are serious criticize, too much punishment and serious negative impact. Suggestions are put forward according to the above problem: Teachers should be reasonable allocation in the kindergarten, and kindergarten should create a favorable external environment for teachers’ informal assessment and provides related training for them; Teachers should improve their assessment quality, which contains setting up the correct view of assessment, mastering the right assessment method, improving their reflection ability and regulating their personal emotions etc.