First, broaden the evaluation subject.
The new curriculum standard tells us: "Students are the main body of learning and development, and also the main body of evaluation." In previous education, the subject of evaluation was often teachers or parents, while students were often the object of evaluation and were in a passive position. In fact, as long as teachers give proper guidance and guidance, students are capable of evaluating themselves and others, and students' self-evaluation and mutual evaluation play a far greater role in promoting students' development than parents' evaluation. Let students change the object of evaluation into the main body, change passivity into initiative, and eliminate the rebellious psychology of middle school students' evaluation, which can not only cultivate students' ability of self-evaluation and objective evaluation of others, but also enable students to correct their mistakes and shortcomings in an active state in evaluation, and well eliminate the negative effects caused by improper evaluation. Only by broadening the subject of evaluation and combining students' self-evaluation and mutual evaluation with teachers' evaluation and parents' evaluation can evaluation truly become the development process of students' self-reflection, self-adjustment and self-improvement.
When evaluating students, we should do the following:
1. Combine students' self-evaluation with others' evaluation-let students conduct self-evaluation, which can arouse students' enthusiasm to participate in evaluation, make students change from passively accepting evaluation into the main body of evaluation, and cultivate students' cooperative spirit through others' evaluation and group mutual evaluation.
2. The combination of qualitative evaluation and quantitative analysis-the combination of descriptive evaluation and grade evaluation with quantitative data statistics can enhance the scientific and comprehensive evaluation results.
3. Combining regular evaluation with daily evaluation-evaluating students at the end of the semester or at the end of the semester can provide teachers with feedback information, so that teachers can reflect on their teaching behavior and make appropriate adjustments, but to evaluate students more comprehensively and fairly, it needs to be combined with daily evaluation activities.
4. The combination of on-campus evaluation and off-campus evaluation-to truly measure a student, we should not only look at his ideological and moral character, cultural accomplishment and physical quality at school, but also look at his performance outside school, his role in economic development and social progress after graduation, and the social benefits of school education.
In addition, parents' evaluation can not be ignored in formative evaluation, because parents are also the main body of educational evaluation. With the increase of only children, parents pay more and more attention to their children's development. They take an active part in the educational activities of the school. Reflect children's behavior at home and in the community to schools and teachers. They not only care about the evaluation of children by schools and teachers, but also give them regular evaluations.
Students' self-evaluation can achieve the following goals: (65,438+0) to develop students' study habits of questioning and reflecting their study behaviors and works; (2) Cultivating students' autonomy and self-confidence; (3) Cultivate students' attitude and spirit of being responsible for their own study, which is different from the viewpoint of American applied psychologist carl rogers.
R.Rogers), Rogers thinks: "Self-evaluation is an important means to make students' autonomous learning become responsible learning. "
From teachers' evaluation to students' self-evaluation, this is a qualitative leap, which is not only conducive to cultivating students' creativity, independence and autonomy in learning, but also conducive to developing students' abilities of self-evaluation, accepting others' evaluation and communicating and cooperating with others, so that students can improve themselves in a targeted manner and further improve themselves.
Second, expand the evaluation content.
As Dr. Lu, a core member of the national basic education curriculum reform evaluation project team, said: "The connotation and extension of evaluation are far richer than that of exams, which have an impact on children and can promote their development more than just exams." In general education teaching, teachers should be good at broadening the content of evaluation, paying attention to both the results of students' learning and their changes and development in the learning process; We should not only pay attention to students' English learning level, but also pay attention to their feelings, attitudes and values in English activities. Such as students' autonomous learning ability, cooperation and communication ability with others, observation and analysis ability, language expression ability, practical innovation ability, students' behavior performance, learning attitude, classroom performance, extracurricular homework, communication attitude with others, learning interest and so on. , can be the content of the evaluation. The content of evaluation is ubiquitous in teachers' daily education and teaching. Dr. Lu said it was better. In a sense, the impact of evaluation and the transmission of evaluation information in the daily communication between teachers and students on children is actually far greater than the limited number of exams and their scores.
Third, choose evaluation tools and methods.
The selection and use of evaluation tools and methods should match the nature and needs of evaluation content. The evaluation system to promote students' development has established diversified and comprehensive evaluation contents and standards, and the corresponding evaluation tools and methods should also be diversified. Therefore, the new curriculum advocates the diversification of evaluation methods, especially the application of qualitative evaluation methods. Only by combining qualitative evaluation methods with quantitative evaluation methods can we effectively describe the all-round development of students and evaluate complex educational phenomena. Therefore, the evaluation system to promote students' all-round development has broken the monopoly of taking exams as the only evaluation means, and requires that we attach importance to and adopt open qualitative evaluation methods, such as behavior observation, situational test, study diary or growth record, and pay attention to the process of students' learning and development. Examination is still an effective evaluation method and a final evaluation method. It should be noted that different examination methods can be selected according to the purpose, nature and object of the examination. Therefore, we should pay attention to the organic combination of formative evaluation and summative evaluation, and the combination of qualitative and quantitative methods. Only in this way can the formative evaluation method and qualitative evaluation method of attention process be implemented and attracted the attention of teachers and students.
Fourth, enrich teaching evaluation methods.
In education and teaching, there are various ways and means to evaluate students. Traditionally, there are:
(1) Language assessment. Language evaluation is a simple and easy way to evaluate anytime and anywhere. Teachers don't have to be stingy with their own language. When students have made obvious progress, teachers should give timely encouragement: "You can do it, and progress is really fast!" " When students fall behind, quietly remind them: "You will fall behind, try your best to catch up!" " "
(2) Literal evaluation. Literal evaluation is an indirect evaluation method when teachers and students can't communicate face to face, which sometimes has a unique effect. Writing a few words of encouragement in children's exercise books will get twice the result with half the effort.
(3) Graphic evaluation. Using graphics to evaluate students' daily behavior habits is impressive and interesting, and it is a favorite evaluation method for children. For example, when a student's speech in English class is wonderful and different, draw him a star of wisdom in the evaluation column; When the student's homework is finished with high quality, draw her a naughty smiling face and stick out your tongue; On the contrary, draw a crying QQ expression; When students don't pay attention to other people's opinions in class, draw him a hedgehog to remind him, and so on.
(4) Attitude evaluation. Attitude evaluation is the most attractive evaluation. Sometimes, trusting eyes and smiling expressions are a great encouragement to students and can produce immediate results. For example, when an introverted, poor expressive ability or uncertain student gets up to answer questions, the teacher smiles, listens attentively, looks at him with encouraging eyes and nods from time to time, which is the greatest encouragement for this student. Evaluation methods vary from person to person and from place to place. Teachers should choose appropriate methods in time to make the evaluation more targeted and effective.
Formative assessment provides students with comprehensive, multi-level and comprehensive learning information. There are more ways and means:
1. Evaluation method of students' learning portfolio
Portfolio evaluation is also called portfolio evaluation and alternative evaluation. It means that students collect their representative works to show their learning and progress. So the folder is basically a container for collecting personal skills, thinking, interests, performance and other evidence. Portfolio Evaluation-This evaluation technique is mainly the reflection of Constructivism Learning Theory and Gardner's Multiple Intelligences Theory in educational evaluation. Generally speaking, in the process of making a portfolio, students are the decision makers who choose the contents of the portfolio and the arbiters of the quality of the work. There are three main types of data and information accumulated in general portfolio: information obtained from observation, samples of homework performance and examination information group.
Learning archives is an ideal formative evaluation method to develop students' autonomy. He showed the efforts, progress and achievements of each student. It is a record of children's learning, which mainly includes: students' learning behavior in class, students' best or favorite works, students' usual tests, teachers' and parents' observation and comments on students' learning, students' reflection and evaluation on their own learning performance, methods and effects, etc. The establishment of learning files provides students with the opportunity to self-evaluate and reflect on their learning behavior and works, and also provides students with the opportunity to participate in the evaluation. With the active participation of students, evaluation is no longer completely dominated by teachers, and students can also partially control this process. In this process, students' initiative has been greatly exerted, from relying on teachers' guidance and explanation to becoming independent learners, from passive evaluation recipients to evaluation subjects.
Learning archives is an important content of formative evaluation. In order to highlight the evaluation process and pay attention to individual differences, it is necessary to use this growth record bag for evaluation. The contents of learning files are rich and varied, which can include homework, star collections, papers written in the usual written test, comments from parents, comments from teachers or anecdotes in class, and also allow students to record their own learning experiences or difficulties in learning. Students themselves are the main participants in establishing and enriching learning files, and teachers put forward requirements and give appropriate guidance. Teachers can also design a study file book systematically, so that students can fill in it in stages and contents. Of course, students can also enrich their own files.
After the end of the semester, or after learning a module, give the students an overall evaluation. This overall evaluation is the final evaluation relative to a certain stage, but it is still a process evaluation for the whole process. This general evaluation should be combined with the results of the final exam, the results of unit evaluation and the results of learning evaluation in each class. The final exam score is 100, MINUS the total score of the class, and then MINUS the remaining score of the total score of the unit. For example, a module has a class time of 30, and * * * has 8 units, which depends on everyone's specific situation.
This combination of process evaluation and summative evaluation is conducive to fully mobilizing students' initiative, enthusiasm and consciousness in learning. It is conducive to objectively and comprehensively inspecting and evaluating students' learning situation, promoting teachers' teaching and students' learning, and cultivating students' innovative ability and learning ability.
comment