Moral Education Evaluation Facing Real Life ——Inspiration From The Authentic Assessment Of American Social Studies Curriculum

Moral education evaluation is a value judgment made on the moral education process and its results,and plays a vital guiding role in moral education activities.The real foundation of moral education is in life,so moral education evaluation should also be thought and designed with life as the origin.However,the outstanding problem of moral education evaluation is that the evaluation is separated from the real life of students,which restricts the effectiveness of moral evaluation work.Therefore,it is extremely necessary to explore a moral education evaluation facing the real life of students.In this regard,the development experience of authentic assessment in the American Social Studies may provide inspiration.The American Social Studies curriculum is a comprehensive curriculum of social sciences and humanities designed to improve students’ civic abilities.Although this course is quite different from our country’s moral education course in terms of nature,goal,content,etc.,in terms of assessment,its authentic assessment strategy has a lot of reference for our country’s moral education course evaluation.Authentic assessment refers to that students use the knowledge and skills they have learned to solve authentic tasks in real life or similar to real problems.It is an evaluation concept as well as an evaluation method.The research idea of this paper is to explore the origin and development,connotation and characteristics,implementation steps and problems of authentic assessment in American Social Studies curriculum,so as to obtain enlightenment for our country’s moral education evaluation.Based on the above research background and research ideas,this paper mainly discusses four core issues: firstly,why should moral education evaluation face real life and what are the existing problems;secondly,what is authentic assessment and why American Social Studies choose authentic assessment;thirdly,how to implement authentic assessment;and the last is the enlightenment of authentic assessment to our country’s moral education evaluation.In response to the first question,this thesis analyzes the collected literature,explains why the moral education evaluation should face real life,and summarizes the existing problems in the current moral education evaluation.Separation from the real life of students is a prominent problem in the evaluation of moral education in our country,which is mainly reflected in the following four aspects: firstly,the evaluation content with emphasis on knowledge,and students cannot compare moral education content with students’ real life,so the assessment weakens the vitality of moral education;secondly,the assessment focusing more on quantification,and it is difficult to reflect the real development of students;thirdly,the evaluation is one-sided,it is difficult to avoid deceptive moral behavior,and it is not conducive to the formation of a perfect and healthy personality for students;and lastly,the utilitarian use of assessment results is contrary to the correct value orientation to moral education,so it decline the function of moral education.Aiming at the second question,this paper uses the literature research method to discuss in detail.Authentic assessment originated in the United States in the late1980 s and early 1990 s to examine students’ performance on valuable intellectual tasks,which are problem situations that people may face in their daily lives.It is to cultivate students’ ability to solve real-world problems,so that students can better adapt to life.This assessment method has the characteristics of life,human nature,comprehensiveness,development and education,and the core point is the development and improvement of people in real life.The introduction of authentic assessment in American Social Studies is firstly to respond to the drawbacks of standardized tests and high-risk tests;and secondly,the authentic assessment is an effective means to test students’ true citizenship ability,meeting the requirements of Social Studies curriculum assessment,so it is helpful for the design and implementation of social studies courses,which can to a certain extent,improve the effectiveness of Social Studies.On the issue of how to implement authentic assessment,this paper introduces the implementation steps of authentic assessment and the problems that should be paid attention to in detail with the help of literature research and case method.The implementation steps of authentic assessment mainly include five parts: clarifying teaching objectives,designing authenticity tasks,selecting assessment methods,formulating assessment standards,implementation plans and feedback,and forming a new cycle in feedback and reflection,so that students’ actual performance gradually tends to be more accurate close to ideal.In the implementation of authentic assessment,the following issues should be paid attention to: firstly,to understand the connotation of "authenticity",and to grasp the authenticity mainly from the four aspects of problem situation,resource conditions,social environment and performance results;secondly,to pay attention to overcoming the problem of evaluation bias;thirdly,to be correct deal with the cost of assessment.The above problems restrict the implementation effect of authentic assessment and should be paid attention to in practice.The evaluation thought contained in the authentic assessment is highly appropriate to the evaluation concept advocated by our country’s moral education.Our country should learn from the reasonableness of authentic assessment to form a localized moral education evaluation experience.In the evaluation of moral education,we should uphold the developmental evaluation concept and be guided by the long-term development of people;pay attention to the authenticity of the evaluation content and be close to the life experience of students;comprehensively use a variety of evaluation methods to record the real moral growth of students;open the evaluation process,pay attention to the interaction and negotiation of multiple subjects,especially to improve the evaluation quality of teachers;the last is to make good use of evaluation results,mainly for reflection and improvement,and to promote the real moral growth of students.