The Practice Of Classroom Assessment For Information Technology Curriculum In Junior Middle School

Information Technology course has been largely popularized and implemented in elementary and secondary school, but to promote students'information literacy is still the primary objective of education. Through visit a class and classroom teaching practice, the author realize that classroom assessment as "process and method," "emotional attitude and values" is quite effective for the improvement of classroom teaching and the development of students. Assessment should be the guide of classroom teaching, so that classroom can play a positive evaluation of the role of guidance and feedback. We should use assessment to instruct class teaching and guide student learning. In the classroom teaching of information technology, we should make appropriate assessment scale and choose flexible assessment methods according to teaching content and teaching methods so that we can make effective assessment of the situation of students'knowledge and skills, processes and methods, attitudes and values. Besides, we need to make timely assessment and feedback, focusing on students'ability of solving practical problems.This article is exploring the strategies of junior high school classroom assessment from theoretical and practical aspects. We use constructivism learning theory, multiple intelligence theory and information literacy as the basis and guiding, using literature study, questionnaire and other research methods to research. We take Guilin No.1 middles school as a sample , through making clear the assessment goals, assessment content, assessment methods and assessment process of information technology classroom assessment, adopting group co-operative learning approach which is good for cultivating students'sense of collaboration to explore and practice assessment methods and strategies of information technology in junior high school classroom.The author found that in carrying out information technology, classroom assessment should be appropriate for different teaching contents and curriculum standards, appropriate selection and flexible use of evaluation methods, for the performance of students in the classroom on the learning attitude, learning habits and learning abilities acquired learning outcome should be integrated and refined, a comprehensive assessment of students in information technology, operational capabilities, the use of information technology to solve practical problems and the associated emotion, attitude and values formation. During the evaluation should reflect the "process" and will evaluate the classroom into the classroom teaching process.