Application Of Performance Assessment In Chemistry Teaching In Junior Middle School

Performance assessment refers to the assessment of a student’s learning attitude,level of effort,and problem-solving ability during a specific learning process.It is based on the development and literacy level of various abilities such as providing answers to questions,presenting works,solving new problems or creating something,completing a task or task group,and the performance or results of the process.The 2022 edition of the "Chemistry Curriculum Standards for Compulsory Education" requires a comprehensive and objective assessment of students’ achievement of core literacy cultivation goals such as chemical concepts,scientific thinking,scientific exploration and practice,scientific attitude and responsibility in daily teaching.Therefore,the application of performance assessment in junior high school chemistry teaching is in line with the requirements of the new curriculum standards.This article reviews relevant literature both domestically and internationally to understand the research background,basic content,and current situation of performance-based assessment.It solidifies the theoretical foundation of the research,determines the research content,route,and methods of performance-based assessment in middle school chemistry teaching,designs an online survey questionnaire and interview outline for the application of performance-based assessment in middle school chemistry teaching in Duxian County,and diagnoses the understanding of performance-based assessment among teachers and students,as well as their interest in learning chemistry,The improvement of students’ theoretical learning ability,experimental operation ability,communication and expression ability,assessment ability,etc.According to the chemistry teaching situation of junior three in research practice middle school,design the applied research content and rubric of performance assessment in junior high school chemistry teaching.Select three teaching materials from the ninth grade chemistry textbook of the People’s Education Press,including "Making Oxygen","Neutralization Reaction of Acids and Bases",and "Removal of Insoluble Impurities in Crude Salt",write relevant performance assessment teaching cases,and carry out teaching practice in the experimental class of the third grade of junior high school.By investigating the understanding of performance assessment among teachers and students,students’ interest in learning chemistry,the improvement of students’ theoretical learning ability,experimental operation ability,communication and expression ability,assessment ability,and changes in students’ exam scores,the teaching effectiveness of performance assessment application is tested.The results indicate that the application of performance-based assessment in junior high school chemistry teaching can improve teachers and students’ understanding of performance-based assessment,enhance students’ interest in chemistry learning,improve their various abilities and grades in chemistry learning,and help cultivate students’ teamwork and cooperation spirit,as well as improve their core chemical literacy.At the same time,it also helps teachers better understand students’ learning situation,improve teaching methods,and improve teaching quality.