Research On The Formative Assessment In The Classroom Of Junior Science

With the educational assessment paradigm and the progress of curriculum reform,assessment gradually focuses on the learning process and promotes the students’ learning and development.In the junior middle school science classroom,formative assessment is more and more important.Through the literature analysis,this paper studies the course and implication of formative assessment,and analyzes the present situation of classroom formative assessment and formation assessment in science classroom of junior middle school.On the basis of the existing models,the revised framework for class formation assessment was constructed and divided into four dimensions: setting learning objectives,designing assessment tasks,collecting and interpreting learning information,and making feedback.Based on this analysis framework,teacher surveys,teacher interviews and class records were conducted.The following issues are summarized: teachers’ learning objectives are blurred,new channel reference materials need to be integrated,assessment tasks and knowledge types do not match,and assessment tasks are inadequately represented;modern technology is not used to a high degree,young teachers use a single collection method,and tasks waiting time is too short;teachers often do not feedback or complete feedback,student selfassessment is not obvious;teacher awareness is biased,and lack of practical instruction,students may have greater misunderstanding and so on.In view of the problems in the current situation,this paper puts forward some suggestions for improvement,that is,introduces how to formulate good learning objectives,and how to match objectives and tasks,and takes leverage as an example;the use of modern technology for collecting learning information;using Japanese research results,students are encouraged to record the learning process and to make students self-evaluate.