High School History Open Examination Questions Based On SOLO Classification Evaluation Theory Research On Evaluation Tools

The open questions of history in senior high schools are designed to examine the key abilities of history,including the ability to obtain and interpret historical information,the ability to analyze historical problems and the ability to explore historical inquiry ability.However,in practice,there are always problems in the evaluation of history open questions in high schools,and SOLO classification and evaluation theory just provides ideas and methods to solve these problems.SOLO classification and evaluation theory is a qualitative evaluation method,which can divide students’ thinking levels in answering questions,so that individual thinking can be clearly presented.This study focuses on the construction of an open test evaluation tool for high school history based on SOLO classification and evaluation theory.Firstly,through literature collection and sorting out,the open test questions of high school history and their types as well as SOLO classification and evaluation theory and its connotation are sorted out.Next,through classroom observation and observation of teachers’ homework correction combined with teachers’ interviews,the paper investigates the current situation of the evaluation of open historical questions in senior high schools.It finds that there are some problems in the practice of open historical questions in senior high schools as follows.First,teachers are not clear about the definition of open historical questions in the evaluation;second,teachers have strong subjectivity in the evaluation process;third,teachers lack of qualitative evaluation of students’ inner thinking;Fourth,teachers’ practice of stratified evaluation is insufficient.Then,through theoretical sorting and practical investigation,this paper explores the suitability of SOLO classification and evaluation theory combined with open historical questions in high schools,and explains the feasibility and necessity of combining SOLO classification and evaluation theory with open historical questions in high schools.On this basis,the five level based on the theory of the SOLO classification evaluation characteristics according to the characteristics of the high school history open questions,answer requirements,building a high school history based on the theory of the SOLO classification evaluation open exam evaluation tools,evaluation tool compiled into questionnaire using Delphi expert consultation method to revise the evaluation tools,and then test reliability and validity of the evaluation tools.It shows that the evaluation tool has good reliability and validity.And then,the evaluation tool of open questions of high school history based on SOLO classification and evaluation theory is applied.Teachers evaluate students’ answers to the questions and conduct data processing and analysis of students’ answers.The following conclusions are drawn.Students’ overall open questions are at a relatively high level;students’ answers to open test questions are not necessarily proportional to their learning situation.There are differences in students’ answering level under different answering tasks.Finally,this evaluation tool is applied to classroom practice,and it can be seen from the application effect that students’ academic performance of open questions in history has been improved to a certain extent,indicating that the application of this evaluation tool can improve students’ thinking level when answering questions,which further verifies the feasibility of this evaluation tool.Through the above research,it can be seen that SOLO classification and evaluation theory and high school history open test evaluation have better suitability.Based on SOLO classification and evaluation theory,an open evaluation tool of high school history test questions is developed,which is feasible in a practical application.Finally,the author suggests that SOLO classification and evaluation theory should be applied to the evaluation of open historical questions in senior high school,deepen students’ understanding of evaluation criteria,promote teachers’ understanding and application of evaluation tools,and pay attention to the application of evaluation results.