A Study On Classroom Instantaneity Assessment For Learning

In the past for a long history of education, the assessment of “on learning” dominated the fundamental direction of educational evaluation. It is concerned with the final result of study, the object of service is educational administration personnel except the students. However, with the deepening of the reform of education evaluation, evaluation of the important role in promoting learners' learning which is pay attention to “to learn” evaluation gradually entered into the view of the public. Education evaluation reform about “promoting learning” which has been popular. classroom instant evaluation as one of the most direct, the most efficient and the most extensive way of evaluation. It is completed by teachers and students. It is to evaluate the direct target of students learning. It is undoubtedly plays a key role in students' learning. This study suggests its point should be “to learn” rather than “on learning”. This study is to “promote learning” as the research point of view, to “classroom instant evaluation” as the research object, on the one hand. The paper discussed its theory contains from the perspective of theory. On the other hand, the paper search for its real demands from the practice survey, this research mainly from the following aspects:Part one, related interpretations about classroom instant evaluation of promoting learning. Firstly, the paper focus on the relationship and answers in teaching, classroom feedback, generative evaluation and so on. Secondly, the paper gives a specific description of the representation form of classroom instant evaluation from the informality of the evaluation method; the dynamic and authenticity of the evaluation content; the implicit and multiple of the evaluation timing; the multiple dialogue of the evaluation body and so on. It lays the ground for a thorough understanding of the necessary of the necessary cognitive in classroom instant evaluation. Finally, based on the above two aspects, the paper points out the theoretical cornerstone of classroom instant evaluation which mainly includes the theory of constructivism. Situated cognition theory, incremental evaluating theory, and the evaluation theory of promoting learning.Part two. The status survey of classroom instant evaluation which teachers use. In this section, in order to understand the actual classroom reality of the classroom instant evaluation. This study found the problems about classroom instant evaluation through the early stage of the reasonable design of questionnaire. Interview, in the middle of a fact-finding. deepening analysis of late data statistical. Which mainly include the overall teachers for instant evaluation of universal phenomenon, classroom evaluation language stereotyped tendency. Students who participate in evaluation are not high, the result of classroom questioning process is too simple, instant evaluation of actual efficiency is not high and soon. Based on the above empirical investigation, this study put forward the “to promote learning”----the proposition of classroom instant evaluation which suggests that classroom instant evaluation should follow the basic value orientation.Part three. Achieving the construction of classroom instant evaluation which is to promote learning. Firstly, classroom instant evaluation concepts are discussed, including the directivity of evaluation target, emphasize on the feedback of the result of the evaluation: evaluation integration of teaching and learning, students participate in the evaluation and so on. Secondly, it points out that the practice factors of the instant evaluation should be taken into account, which are watching and listening, feedback to describe specific and promoting learning, making full use of the evaluation results, etc; Finally, based on the characteristics of the classroom instant evaluation. This research attempts to provide the operation process for classroom instant evaluation, which mainly includes the target design asking questions before evaluation, oral feedback of evaluation, students' participation, reflection after evaluation.Part four. Pointing out the safeguard mechanism of classroom instant evaluation which is to promote learning. In order to ensure the smooth operation measures are put forward which are teacher, students and school. From the view of the teacher. Some factors are put forward in order to evaluate teachers' evaluation ability and rich teachers' evaluation of literacy. Such as renew the idea of teachers evaluation, rich the knowledge and skills of teachers' evaluation, change attitude and behavior of teachers' evaluation and so on. From the view of the students. In order to protects the rights of students to participate in the evaluation, some elements are put forward. Such as, the right to broaden the students' evaluation domain to carry out the evaluation right of students, enhance the ability of the students' evaluation.From the view of school. Some factors are put forward. In order to complete the evaluation of school's mission. Such as put forward the instant evaluation systems, create the environment of instant evaluation. Leading who is suitable for eva luation of leadership and so on. Above three aspects in instant evaluation are compatible with each other. Complement each other, the unification of the relationship between them is the necessary premise with realizing instant evaluation value maximization, which provide a practical support for classroom instant evaluation.