Research On The Construction And Application Of Language Assessment Model For Junior Middle School Mathematics Teachers' Classroom Evaluatio

Classroom assessment is one of the important teaching activities and a necessary part of classroom teaching,and teacher language assessment is the most important form of classroom assessment,with diagnostic,motivational and regulatory functions.With a focus on the classroom evaluation language of junior high school mathematics teachers,the construction of a reasonable and effective assessment measurement model can provide practical guidance for the use of classroom evaluation language of junior high school mathematics teachers,and also help to quantify the level of use of classroom evaluation language of junior high school mathematics teachers and promote the professional development of teachers.Thus,the research questions are:（1）What is a reasonable index system for measuring the classroom assessment language of junior secondary school mathematics teachers?（2）What is a reasonable model for measuring the language of assessment in junior secondary school mathematics teachers’classrooms?Based on the initial development of the measurement index system based on the literature analysis and teacher-student interviews,the study adopted the Delphi method and conducted two rounds of opinion solicitation with 17 experts to amend the index system.Next,a qualitative analysis of eight junior secondary mathematics quality lessons was conducted using NVivo12 software to assist in validating the rationality of the indicator system.Then,using hierarchical analysis,13 experts were consulted on the weighting of the indicators,and the data were processed and calculated with the help of yaanp V2.7software to obtain the weighting of the indicators and determine the assessment model.Finally,the SPSS 22 software was used to test the reliability and validity of the model.The study concluded that:（1）the index system for measuring the classroom assessment language of junior secondary school mathematics teachers includes six primary indicators and 17 secondary indicators,which are expression（verbal assessment language,physical assessment language）,purpose（diagnostic assessment,motivational assessment,developmental assessment）,content orientation（learning attitude,learning participation,learning outcome）,timing（immediate assessment,delayed assessment）,The target audience（individual students,groups of students）,the effectiveness of the assessment（students’emotional state,engagement,mathematical thinking,goal attainment,classroom management）.（2）Based on the indicator system,using the hierarchical analysis method to calculate the indicator weights,the measurement model was obtained as follows(M represents the total score,C₁-C₁₇represents the scores of each secondary indicator in turn):M=0.023C₁+0.005C₂+0.080C₃+0.092C₄+0.263C₅+0.105C₆+0.040C₇+0.123C₈+0.078C₉+0.018C₁₀+0.028C₁₁+0.028C₁₂+0.008C₁₃+0.007C₁₄+0.044C₁₅+0.051C₁₆+0.007C₁₇Suggestions for the use of assessment language in the classroom of junior secondary school mathematics teachers:take into account both forms of verbal assessment language assessment and physical assessment language assessment;adhere to the aim of promoting development through assessment;be comprehensive and specific in pointing out the content of assessment language;be flexible in the timing of its use;face both the unified collective and the differentiated individual in assessment language;and improve the reflective awareness of the use of assessment language.