| As education reform and development enter a new phase,teaching-learning-assessment consistency has become a hot topic of concern for educators and an important way to promote the continuing development of basic education reform.The fundamental status of senior secondary mathematics makes the issue of teaching-learning-assessment coherence in senior secondary mathematics all the more important.To study the consistency of teaching-learning-assessment in senior secondary mathematics,the "Classroom Observation Scale for Consistency in Teaching-Learning-Assessment in Senior Secondary Mathematics" was compiled,and based on Bloom’s taxonomy theory of educational objectives,twenty ministerially excellent lessons were taken as samples for the study.(1)The sample lessons performed well in all aspects.The teachers had a good understanding of the mathematics curriculum standards but did not pay enough attention to assessment,and the consistency between assessment tasks and teaching objectives could be improved.(2)By module,teachers were not sufficiently standardized in the presentation of objectives when preparing teaching objectives.There is some ineffective questioning in the teaching process,which does not effectively guide students’ learning and does not allow for flexible and reasonable adjustment of teaching.Some interactions do not help to achieve the objectives and students have little independent learning time and the quality is low.The teacher’s assessment of students is infrequent,single-minded and lacking in guidance and diagnosis.There are significant differences and disagreements in the statement of teaching objectives and the prominence of student agency in the sample lessons.(3)Teaching,learning,and assessment are interrelated and importance should be attached to each of them,and their consistency should be maintained.(4)There are no significant differences in whether or not the new GCE is entered,when the lesson is released,or the gender of the teacher in any aspect.Lesson types do not show significant differences in teaching objectives and student learning,and lesson types show significant differences in teaching activities,assessment tasks,overall scores,and teaching-learning-assessment consistency.(5)Examining the level of alignment between teaching-learning assessment and curriculum standards revealed that:the level of alignment between teaching-learning assessment and curriculum standards was higher in the sample lessons;the level of alignment between teaching objectives and curriculum standards was highest and the assessment tasks were lowest;the level of alignment between knowledge and curriculum standards was higher than that of cognitive processes.This indicates that assessment task preparation was the weak link and that teachers’ grasp of the level of cognitive processes was inaccurate.To improve the level of teaching-learning-assessment congruence in senior secondary mathematics,we need to conduct in-depth research on senior secondary mathematics curriculum standards,enhance the theoretical level and practical skills in the preparation of teaching objectives and instructional design;integrate assessment throughout the teaching process and introduce multiple assessment mechanisms;and integrate the concept of teaching-learning-assessment congruence into the education and professional development of senior secondary mathematics teachers.In terms of theoretical research,the Teaching-Learning-Assessment Consistency Classroom Observation Scale for Senior Secondary Mathematics was adapted and compiled,drawing on existing scales to provide a framework and ideas for studying teaching-learning-assessment consistency in senior secondary mathematics.In terms of research methodology,a combination of qualitative and quantitative research was used.In terms of empirical research,a series of findings were obtained to provide insights into the implementation of teaching-learning-assessment coherence in senior secondary mathematics. |
