A Study Of Classroom Assessment For Deep Learning In Elementary School Mathematics

With the promotion of educational assessment reform,the concept of classroom assessment that promotes learning has been recognized by the academic community.The main purpose of classroom assessment has shifted from focusing on learning results to penetrating the learning process and ultimately promoting students’ learning.However,in the actual teaching process,the facilitating effect of classroom assessment on learning is often neglected and fails to achieve its proper evaluation effect.How to trigger students’ deep learning,we need to think about how to implement classroom assessment to promote learning and what effect it should have.Introducing deep learning into classroom assessment can provide a new direction for the development of classroom assessment and re-examine the meaning of classroom assessment.In view of this,this study combines deep learning with classroom assessment,analyzes the key elements of classroom assessment that promotes deep learning,constructs a practical pathway for classroom assessment of elementary school mathematics that promotes deep learning,and then designs a case study of classroom assessment that promotes deep learning based on this "practical pathway" and evaluates its effects.The specific research contents and results are summarized as follows.First,through questionnaire surveys and classroom observations,we found that teachers’ evaluation in elementary school mathematics classrooms covers a wide range of content,but there are still the following shortcomings:(1)the evaluation subjects are not sufficiently involved,and student-student evaluation is less;(2)the evaluation methods are relatively single,lacking relevance and relevance;(3)the evaluation feedback is mainly oral,and the effectiveness is yet to be improved.Then,based on the above findings,classroom evaluation concepts,elements,principles,and criteria of deep learning were explored in conjunction with existing literature.Based on the occurrence path of deep learning and the classroom evaluation model of promoting learning,a practical path of promoting deep learning in elementary school mathematics classroom evaluation was constructed,whose main process includes five modules: comprehensive diagnosis,pre-assessment before class,process evaluation,homework and assessment,and post-class evaluation and summary.Finally,based on the constructed "practice path",the teaching design and practice of "Laws of Operations" and "Area of Polygons" were carried out as examples.The results showed that most of the students’ knowledge mastery reached the level of correlation and abstract structure,and the classroom engagement was high,and they achieved a certain degree of deep learning.Conclusions:(1)The constructed practical pathway for promoting deep learning in elementary school mathematics classroom assessment is reasonable and operable.(2)The elementary school mathematics classroom assessment designed based on the practice path can promote students’ deep learning.