| The Irish poet Yeats once said,"Education is not about filling a bucket with water,but about lighting a fire".The new curriculum reform is getting rid of the shackles of examination-based education and trying to light the fire of education,but there are still some old problems of "derailment of objectives and evaluation" and "difficulty in implementing core literacy" in teaching.The author aims to provide a new way of evaluating high school chemistry teaching and a specific implementation process for expressive evaluation by using performance assessment,which emphasizes real-life situations and has a symbiotic relationship with curriculum standards,in order not to completely abandon traditional evaluation methods in daily teaching,but to take advantage of the advantages of expressive evaluation in the implementation of "macro and micro" literacy.The author uses literature research,questionnaires,interviews,and experimental research to design and practice the performance assessment based on "macro and micro" literacy.First of all,the literature at home and abroad was reviewed,and the specific practice of literacy-oriented performance assessment was found to be in depth,and the significance of the study was clarified.Then,a questionnaire was prepared to understand the current situation of students and teachers in the internship school regarding the assessment of chemistry learning and the perception of performance assessment.We learned that the possible difficulties in the implementation of performance assessment include: teachers’ initial understanding of performance assessment,time-consuming and labor-intensive design and implementation of performance assessment,many students,and the assessment of one thing but not another,etc.We proposed countermeasures for the problems.Based on the new curriculum and the design framework of performance assessment,we developed an expressive assessment scale that points to "macro and micro" literacy.Using "Sodium Oxide and Sodium Peroxide" and "Investigation of the Composition of Chlorine Water" in Compulsory 1 of the Human Education version of chemistry as the research vehicle,we designed lesson specific "macro-micro-macro" and "micro-macro-micro" scales respectively.We designed the evaluation objectives,performance tasks,and performance assessment scales for "macro-micro" literacy and optimized the teaching process in the process of forming the whole task list.Finally,the case was put into practice to test the results.The following conclusions were drawn from the data analysis and observations: First,the performance assessment can improve students’ performance in chemistry and is operational when comparing the results of multiple quizzes and pre-and post-tests;second,the performance assessment can make up for the shortcomings of traditional paper-and-pencil tests and stimulate students’ interest in learning chemistry and their participation in activities and tasks;third,the performance assessment can improve students’ "macro and micro" literacy and improve their performance in chemistry.Third,performance assessment can improve students’ "macro and micro" literacy,thus promoting the development of students’ overall chemistry core literacy;fourth,performance assessment is conducive to developing students’ ability to self-monitor and take responsibility for their learning,and promoting students’ improvement of their original state;it is conducive to teachers’ comprehensive understanding of students’ strengths and weaknesses,reflecting and adjusting their teaching ideas and methods,and promoting the development of teachers’ professional quality. |
