The Impact Of Real Name On The Final Academic Level Of Learners

With the reform of elementary education,cities in China has gradually started to abolish the measure of disclosing students' ranking of examination results,which will be replaced by a ranking system of anonymous assessment.This reform mainly focuses on guiding teachers to treat each student from a developmental and comprehensive perspective,and to diversify the methods and content of evaluation.However,current admission is mainly based on the final results of entrance examination for middle school and college,which is still presented in a detailed ranking table.Therefore,the adjustment of attitude for ranking is particularly important for students who have completed six-year study in middle and high school under the anonymous ranking system.Moreover,real-name ranking puts external pressure on students,and it will also bring different levels of changes to their learning process and learning outcome.Therefore,it is the key of this paper to explore the impact of the two evaluation methods(real-name ranking system and anonymous assessment system)on learners' learning process and final academic level.Through collecting data from online learners,this study statistically analyzes the connection between real-name ranking system and final academic level.Based on the theory of learning motivation and relevant literature,the author designs a relationship scale of learning motivation and perceived companions to investigate whether learning motivation is an intermediary variable between real-name system and final academic level.In addition,it also explores whether there is a connection between real-name system and learners'classroom activity.These conclusions will be applied to real classroom teaching,which provide strategies and suggestions for classroom teaching of elementary education.The main conclusions of this study are:the final academic level of real-name learners is significantly higher than that of anonymous learners,and according to statistical analysis of the collected data,both external learning motivation and classroom activity of real-name learners are significantly higher than that of anonymous learners.The results observed offline also remind us that some research conclusions of online education are also applicable to offline education.If teachers pay attention to the application of real-name strategies in teaching,appropriately improve the learning process and evaluation methods(for example,directly calling his/her name when praising or affirming a student could promote their desired learning performance),and appropriately adopt real-name ranking in staged tests(such as unit tests rather than final exams)to improve their learning motivation,in that way,students' learning efficiency and academic performance will be gradually improved.