Study On The Influence Of Formative Assessment On Prosocial Behavior Of Female College Students In Competition Teaching

Prosocial behavior is beneficial to others and contributes to social harmony.The competition situation in physical education can build a supportive environment for them,but it can not provide the conditions for forming positive social behaviors in the actual competition situation teaching due to the lack of continuous stage evaluation.As an assessment to guide students to regulate effectively and provide continuous feedback,formative assessment can play an important role in triggering pro-social behavior motivation.Objective: To explore the influence of formative assessment on female college students’ prosocial behavior in competition teaching,and to provide some reference for the cultivation of prosocial behavior and the application of formative assessment in physical education curriculum.Methods:Two classes taking Rugby as an elective course in public physical education were randomly assigned to the experimental group（n=29）and the control group（n=28）for 3 months of teaching intervention,in which the experimental group used formative assessment teaching,while the control group used conventional assessment teaching.The score and total score of each dimension of prosocial behavior,the proposed allocation and minimum acceptance of ultimatum game,STAI score,height and weight were investigated before and after the experiment,and the data before and after the experiment were statistically analyzed.Results:（1）Before and after the experimental group: Compared with the experimental group,there were significant differences in anonymous and compliance prosocial behavior（P<0.05）,and significant differences in openness,altruism,emotional prosocial behavior and ultimatum game proposal allocation（P<0.01）.There was no significant difference in the minimum acceptance of emergent prosocial behavior and ultimatum game（P>0.05）.（2）Before and after the experiment in the control group: compared with before the experiment,there were no significant differences in all indicators in the control group after the experiment（P>0.05）.（3）After the experiment,the experimental group and the control group: the experimental group was superior to the control group in each index,and there were significant differences in the openness and compliance of prosocial behavior between the two groups（P<0.05）,and there were very significant differences in the altruistic prosocial behavior（P<0.01）.Conclusion :（1）formative assessment in competition teaching can effectively improve the level of female college students’ prosocial behavior,and significantly promote the openness,anonymity,altruism,compliance and emotional prosocial behavior,and has a positive effect on the increase of the proposed allocation in ultimatum game.（2）Conventional assessment in competition teaching has no significant effect on promoting female college students’ prosocial behavior level.（3）Different assessment methods have different effects on prosocial behaviors in competition teaching,and formative assessment has better effects on promoting open,altruistic and compliant prosocial behaviors than conventional assessment.