The Study On The Practice Of Authentic Assessment In Physics Teaching For Grade Three In Senior High School

Authentic assessment is a comprehensive assessment that organizes students to complete authenticity tasks in real situations and evaluates the various abilities exhibited by students.Teachers not only focus on students’ learning outcomes,but also on their developmental performance during the learning process.The evaluation process emphasizes diverse methods and diverse subjects.On the basis of summarizing authentic assessment,the author sorted out the relevant theories of authentic assessment and physics teaching requirements for senior three,and explored the feasibility of applying authenticity evaluation in physics teaching for senior three.Then,the practice plan was designed according to the characteristics and requirements of authentic assessment.Classes were divided into six categories according to the goals,including physics concept review class,physics law review class,physics experiment review class,exercise evaluation class,large unit comprehensive class and confusion breakthrough class.Different kinds of class designs were provided,such as“Basic Concepts of Describing Motion”,“Understanding and Application of Theorem of momentum”,“Designing Home-based Feasible Experiments: Verifying the Law of Conservation of Momentum”,“Exercise Evaluation Class of Interaction Unit”,“Large Unit of Force and Motion”,“Friction Force When Taking an Escalator” and “Global Aerodyne and Critical Problems of Circular Motion”.The author designed a growth record bag for different learning processes.It contained record cards for classroom feedback,mind maps and self-reflection forms of monthly exam.The above cases reflected the characteristics of authentic assessment,which emphasizes the construction of real situations,pays attention to the development process of students,solves problems openly,and focuses on diverse evaluation perspectives.Finally,a six-month teaching practice was conducted in a national demonstration school,and the effectiveness of the practice was evaluated using questionnaire survey and interview methods.It was found that:(1)The application of authentic assessment in physics teaching for grade three in senior high school is feasible;(2)Authentic assessment pays more attention to the development process of students.Teachers can grasp students’ situation in time and guide students’ learning process effectively;(3)Authentic assessment can help students strengthen their self-reflection ability;(4)Authentic assessment can enhance students’ understanding of real physical situations;(5)Authentic assessment can enhance students’ ability to construct models;(6)Conducting Authentic assessment is time-consuming;(7)There are deficiencies in students’ understanding of authentic assessment.In order to better implement the authentic assessment in physics teaching for grade three in senior high school,the author proposed the following suggestions.(1)Broadening ideas to enrich application cases;(2)Using evaluation feedback to guide students’ development;(3)Urging students to utilize self-reflection effectively;(4)Developing teaching resources;(5)Providing more real-life situational tasks in teaching;(6)Planning time reasonably and Leveraging team strength;(7)Timely and clearly explaining the purpose and significance of authentic assessment activities to students.