The Study Of How Teacher Design And Use The Task Of Classroom Assessment

At the background of the new curriculum reform, attach importance to the function of development of evaluation. As a part of teachers'everyday life in teaching, the function of Classroom assessment has been confirmed in theory. But in mainland of china, the researches on classroom assessment have been neglected. In this study, we get the theoretical frame from existing literature, and try to investigate how the two mathematics teachers design and use the task of classroom assessment, with the method of interview,classroom discourse analysis,watch,text analysis. Meanwhile, we'll try to present the whole process of study.In this study we gain several important conclusions. The two mathematics teachers with very different background, but they are closely resemble in classroom assessment. In designing instructional objectives, they are always pay close attention to content knowledge only, ignore the cognitive process; In designing the task of assessment, they always select the items according to content knowledge, and making a judgment about the quality of items by personal experience; For collecting the learning information of the student, In the classroom of the two teacher, the students have little chance to think and express enough, contrary, they always collect the learning information by the task after class. As the feedback, they always give right or wrong comment only, and disinterested in students'thinking process in the class, between students, there are little formal information exchange, contrary, there're many approaches to give the student feedback, and spend plenty of time and energy.The difference of the two teachers in classroom assessment only in some subordinate areas. Compare with teacher Yin, Teacher Shen can hold the relation of knowledge wider; can hold clearer about the details that the students learn harder. Besides, Teacher Shen realizes the order of task clearer, more pertinent in feedback.In short, the consciousness of the two teachers in classroom assessment is indifferent. The literacy in designing and using the task of classroom assessment is insufficient.