Design And Application Of Performance Evaluation In STEM Education In Primary Schools ——A Case Study Of STEM Curriculum Group In B Primary School In Kunshan

STEM education refers to the horizontal integration of Science,Technology,Engineering and Mathematics,which is integrated and interdisciplinary.Countries such as the United States,The United Kingdom,Finland,And Japan have chosen STEM education to foster the innovation of the next generation.China has also entered the stage of vigorous development of STEM education,and has made significant progress in educational practice,theoretical research and education policy.Evaluation methods suitable for STEM education have become an important research branch."Performance evaluation" emphasizes that the evaluation object completes a task from the real situation and makes a value judgment according to the completion of the task."STEM education" usually uses project-based teaching methods to teach subjects.Both emphasize the importance of "task".Through literature analysis,this study finds that most scholars at home and abroad agree with the conclusion that "performance evaluation can be applied in student evaluation of research-based learning".STEM education is a typical research-based learning,and performance evaluation can be used to judge whether STEM education goals are achieved.Although the relevance of performance evaluation and STEM education has been affirmed by the academic circle,there is little practical experience in front-line teaching,especially in STEM education in primary schools.Therefore,this study attempts to explore the design and application of performance evaluation in STEM education in primary schools.Based on the STEM curriculum group case of B Primary School in Kunshan city,this study attempts to answer the following questions:（1）How to establish the standards of performance evaluation in STEM education in primary schools?（2）How to apply the performance evaluation task in STEM education in primary schools?（3）What is the effect of performance evaluation on students’ learning in STEM curriculum cases in primary schools?Firstly,the author found that STEM teachers in B Primary School in Kunshan have a broad consensus on the idea of using performance evaluation in STEM education.However,there are some doubts about how to design and apply performance evaluation.Therefore,it is urgent to seek a performance evaluation program suitable for STEM education in primary schools.The above situation provides the practical basis for this research.In the following research,the author determined that five steps should be considered in the design of performance evaluation scheme:establishing performance evaluation objectives,establishing performance evaluation principles,compiling performance evaluation standards and indicators,designing performance evaluation tasks,and estimating the general scope of feedback.The focus of the study is to compile and determine the ‘Evaluation Standard of STEM Curriculum Performance in Kunshan B Primary School（Trial version）’through ‘Delphi expert consultation method’.This standard has 28 indicators in three levels,which are investigated from the aspects of curriculum design,implementation process and summary.The performance evaluation design scheme was then applied in the STEM curriculum of B Primary School in Kunshan.This paper illustrates how the "application framework" is used,especially how the "performance evaluation task" is constituted,through the application cases of performance evaluation in two STEM courses,namely "Table Tennis Ball Catcher" and "Silkworm Rearing Diary".Finally,through data analysis,this study found that performance evaluation contributes to the formation of PRIMARY school students’ STEM literacy,but unfortunately,performance evaluation in this study failed to fully mobilize students’ learning initiative.In addition,it is found that STEM teachers in primary schools are weak in performing evaluation.Performance evaluation has no obvious effect on the improvement of STEM curriculum in primary schools.In this regard,the author puts forward three improvement measures: "strengthening the leading role of performance evaluation goals in students’ learning,strengthening the professional training of performance evaluation for STEM teachers in primary schools,and enhancing the function of performance evaluation for STEM curriculum improvement".Finally,the author reflects on the shortcomings of the study.In the design of performance evaluation,the teacher level and school management level are not fully considered.In the application of performance evaluation,students’ participation in evaluation is not enough;The scope of performance evaluation is not wide enough.In the follow-up study,we will try to overcome the shortcomings,so as to provide more referential practical experience for this field.