Research On Learning Scaffold Design In Support Of Expressive Assessment In Junior High School Information Technology Curriculum

Today,with the rapid development of education informatization,educators pay more and more attention to the cultivation of core literacy,and the cultivation of core literacy depends on the transformation of evaluation methods.The "Compulsory Education Information Technology Curriculum Standards(2022 Edition)" advocates the evaluation concept of "teaching-learning-evaluation" consistency,pays attention to evaluation and education,strengthens the concept of literacy,and promotes the implementation of core literacy through evaluation.The starting point of expressive assessment advocating students to solve problems in real scenarios to improve comprehensive ability is very consistent with the evaluation concept of the consistency of the new curriculum standard "teaching-learning-evaluation",but in the process of the implementation of expressive assessment,there are inevitably problems such as simplification of the form of situation creation,low quality of expressive task completion,and low efficiency of interaction and collaboration,so this study attempts to design a learning scaffolding strategy to support expressive assessment and apply it to the classroom teaching practice of information technology.Improve the effectiveness of performance evaluation of IT courses.This study adopts design-based research,under the guidance of the concept of "Compulsory Education Information Technology Curriculum Standards(2022 Edition)",based on recent development areas,constructivism and multiple intelligences theory,uses the literature method to sort out the relevant research on expressive evaluation and learning scaffolding,and uses the interview method to propose the learning scaffold design strategy to support expressive assessment in junior high school information technology courses,and specifically applies the proposed scaffold strategy to all teaching links of expressive evaluation.Questionnaire and observation methods were used to collect relevant data on students’ use of learning scaffolds,and the learning scaffold design strategies supporting expressive evaluation were reflected and adjusted according to the data collected by the research tools used.Based on the analysis of the task implementation results,it shows that the learning scaffold design strategy designed by this institute to support expressive evaluation is effective,and based on the relevant data analysis obtained in the process of task practice,it is found that the implementation of expressive evaluation in junior high school information technology teaching is conducive to more comprehensive evaluation of students’ actual level and mobilization of their learning enthusiasm.The learning scaffold design strategy that supports expressive assessment can effectively overcome the problems in expressive assessment,so as to help students improve their problem-solving ability.In performance assessment,students should be provided with appropriate forms of learning scaffolds at appropriate times to effectively promote students’ problem solving,help students achieve learning goals and improve their information literacy.