Study On The Optimization Strategies Of Implementation Of Middle School Teachers' Assessment For Learning

In the 1960 s and 1980 s,the western educational circles launched a "silent revolution" on academic evaluation.From the traditional "assessment of learning" to "assessment for learning",that is,assessment for learning,has attracted wide attention of educators worldwide.Assessment for learning is a kind of evaluation that pays attention to learning itself.It is an evaluation that teachers and students share learning objectives in the effective teaching process,then collect and interpret learning evidence by using appropriate evaluation methods,and promote students' learning based on feedback of learning evidence.The rise of assessment for learning has caused Chinese scholars to examine and reflect on the current academic evaluation,and has made a more in-depth study of assessment for learning.From the point of view of existing research on assessment for learning,most researchers focus on the theoretical level and study the connotation,characteristics and concepts of assessment for learning in depth.However,few scholars study the specific situation of teachers' assessment for learning based on empirical perspective.Based on this,this study puts forward five core elements of assessment for learning in combination with existing research and self-understanding of the Ontological Implication of assessment for learning.On this basis,a questionnaire is compiled to investigate middle school teachers,aiming at grasping the implementation status of middle school teachers' assessment for learning as a whole,and exploring the reality of teachers' assessment for learning in combination with interview and classroom observation.The prominent problems and reasons in the implementation,and then put forward the strategy of optimizing the implementation of middle school teachers' assessment for learning.Specifically,this study mainly includes the following contents:The first part is the introduction of this study.This part first explains the origin and purpose of the research,and explains the significance of the research from the theoretical and practical levels.Then it combs the existing research literature,further clarifies the research problems and value of this study,then discusses the theoreticalbasis of this study,and finally determines the ideas and methods of this study.The second part discusses the Ontological Implication of assessment for learning from the aspects of connotation,characteristics and concepts.Specifically,this paper first explains the connotations of "evaluation" and "assessment for learning".Then it explains the pluralism,process,development and sustainability of assessment for learning,and then clarifies the concept of assessment for learning,including: improving students' learning ability as the root.This purpose,the evaluation process of the integration of teaching,learning and evaluation,and the evaluation form based on the feedback of learning evidence.The third part is about the core elements of assessment for learning.Based on the research literature,the author first clarifies the understanding and interpretation of the core elements of assessment for learning by the existing researchers,and draws lessons from the common elements of assessment for learning,then combines his own understanding of assessment for learning,with the help of expert consultation method,puts forward five core elements of assessment for learning,namely,defining and sharing learning objectives,student participation,collecting learning evidence and explanation.Learning evidence and feedback based on learning evidence.The fourth part is from the perspective of questionnaire data to perspective the implementation status of middle school teachers' assessment for learning.This part compiles questionnaires based on the core elements of assessment for learning,and conducts empirical investigation with middle school teachers as the subjects.SPSS21.0is used to analyze the data and present the implementation status of middle school teachers' assessment for learning as a whole.The fifth part is a thorough study of the problems and reasons of middle school teachers in the implementation of assessment for learning.This part is based on questionnaire data,combined with interviews and classroom observation,found that teachers have the following problems in assessment for learning: lack of overall understanding of assessment for learning,insufficient sharing of learning objectives and single sharing mode,fewer students participate in evaluation and lower quality of evaluation,one-sided collection of learning evidence and lack of pertinence of evaluation methods,learning certificate.According to the feedback,it is not clear,specific and persistent.In addition to teachers' low assessment for learning literacy,students' awareness and ability to participate in the evaluation,the overall atmosphere of the school and the evaluation environment also play an important role.The sixth part puts forward the strategy of optimizing middle school teachers' assessment for learning from three aspects: teachers,students and schools.Specifically,on the one hand,teachers should change the concept of academic evaluation and improve their knowledge and ability of assessment for learning;on the other hand,teachers can formulate learning goals scientifically and share learning goals in multiple forms;collect learning evidence comprehensively and select evaluation methods correctly;accurately select interpretation criteria to interpret learning evidence based on multiple factors;use descriptive feedback to provide continuous feedback,etc.Specific behavioral improvements.At the same time,students should constantly enhance their awareness of participating in evaluation and enhance their self-evaluation ability.In addition,schools should create a good evaluation environment,support teachers to participate in evaluation training,and constantly improve the evaluation leadership of school managers.