A Preliminary Study And Practice On The Evaluation System Of Physics Formative And Value-added Learning Effect

The “Overall Plan for Deepening Educational Evaluation Reform in the New Era”issued by the Central Committee of the Communist Party of China and the State Council in 2020 proposes to “strengthen formative evaluation” and “explore valueadded evaluation”.However,the current formative evaluation and value-added evaluation of students’ physical learning effect are still progressing slowly.In particular,how to highlight the quantitative value-added learning effect in the formative evaluation process needs to be constructed and practiced.On this basis,a physical learning effect evaluation system needs to be constructed and practiced.The evaluation system comprehensively examines the fields of student cognition,emotion,behavior and other fields.In response to the above problems,this research has constructed and practiced a set of practical and feasible evaluation system of physical learning effect.The evaluation system takes formative evaluation as the main body and value-added evaluation as the characteristic.It covers the three domains of cognition,emotion and behavior.The specific research work is as follows: First,for the cognitive domain,a physics competency test scale is constructed.For emotion and behavior,the Physics Learning Attitude Scale and the Physics Learning Participation Scale are improved.In order to ensure that the tests and scales are scientific and reasonable,a test is carried out on the Yu Classroom online platform,and the test results are analyzed based on the Rasch model to improve the test questions.Secondly,in 2021,73 students will be involved in the practice of 12 key chapters of mechanics and heat.This practice carries out a formative evaluation of each student’s corresponding physics competency,physics learning attitude,and physics learning participation in the three fields.The test data of the above three items before and after the physics learning of a class are given by the quantitative analysis of the Rasch model.The results of learning valueadded before and after class is taken as the value-added evaluation results of the student’s physics learning effect.Finally,in order to comprehensively show the evaluation results of students’ physics learning effect,this research constructs a physics learning effect evaluation system with formative evaluation as the main body and value-added evaluation as the characteristic.The system is based on indicators in the three areas of cognition,emotion and behavior.The evaluation results contribute to providing teaching feedback,improving the teaching process,and improving the learning effect of students.The physics learning effect evaluation system can timely evaluate the learning effect of each student in a single class.At the same time,according to the actual situation of the research class in a school in Xi’an,a lesson in the chapter "Equivalent Process of Ideal Gas" in the formative evaluation is taken as an example,the following conclusions are drawn:(1)Compared with the original learning effect evaluation system,the physical learning effect evaluation system constructed by this research has higher orthogonality.The correlation of evaluation indicators is reduced.The number of evaluation indicators is reduced and the evaluation system is more concise.(2)In the chapter on the learning effect evaluation system which is constructed,the value-added evaluation results of students in the fields of cognition,emotion and behavior are as follows: physics competency,physics learning participation,physics learning attitude.The learning value added is at a low level.(3)For the chapters on the construction of the learning effect evaluation system,the number of significant correlation indicators is relatively small between the primary and secondary indicators of student cognition,emotion,and behavior,but for the emotional and behavioral areas,physics learning attitudes and physics learning participation,there are many significant related secondary indicators in the degree field.The similar conclusions mentioned above can be obtained in the remaining 11 chapters of this research,and the evaluation system constructed and practiced can also obtain corresponding evaluation results,which is a preparation for teaching improvement and improving students’ multi-field physics learning effect.