Study On Processing Of The Classroom Assessment Results: Facilitating The Students' Learning

The processing of the classroom assessment results is a familiar but challengeable practice area both to the teachers and students. It's an emerging research theme in the reform process of student academic achievement evaluation. In the assessment for learning, the use of the assessment result is a crucial part as it could exert a profound influence on students learning. Therefore, this research focuses on the processing of classroom assessment result, trying to answer three basic questions, including "what is the processing of the classroom assessment result", "why do we need process of classroom assessment result for learning", and "how to implement the processing of classroom assessment result for learning".What is the processing of classroom assessment result? Chapter One clarifies and analyses some concepts including classroom assessment, classroom assessment result and the processing of classroom assessment result. The thesis clarifies the concept, the subject, the object and the boundary of classroom assessment and describes the details of the classroom assessment result in this fixed boundary. Therefore, we suggest that the processing of classroom assessment result is the process of analyses and utilization of the result, including the analyzing, explaining and judging the assessment information, feedback and exchange assessment information, as well as the improving and intervening measures according to the assessment information. The processing of classroom assessment result must base on a whole process to facilitate and improve students'learning, but not simply scoring, informing and ranking. Thus, the purpose of using the classroom assessment result is to promote learning, but not grading appraisal, we should prevent the harmful effects on teachers and students which brought by the management disposition that aims to the better achievement in the external examination.Why we need the processing of assessment for learning result? The magic of the assessment of student academic achievement makes the assessment become the sword of Damocles to schools, teachers, students and parents. Chapter Two analyses the current problems observed during the process of processing the classroom assessment result which obviously is unsatisfying. There is still great developing space for all the aims, standards, subjects, techniques, and the follow-up improving and intervening measures of the classroom assessment results processing. As the processing of classroom assessment result can't be guaranteed when it lacks of normative, consequently lacks of scientificity and efficiency, and can't fulfill the goal of promoting learning. Hence, the processing of classroom assessment result for learning is the inexorable demand to promote education efficiency and improving assessment academic achievement system.How to use the classroom assessment for learning result? Influenced by traditional examination-oriented education approach and summative assessment for a long time, teachers'exploration into new assessment idea and approaches usually becomes formalistic. The present research on the processing of classroom assessment result is still quite weak, without a deep theoretical basis. Chapter Three studies the learning theory and assessment theory to provide a strategic foundation. Chapter Four suggests a process model, which includes making clear goal, determining the standard of analysis and explain, promoting the participation of multi-agent, developing effective feedback and exchange techniques and implementing reasonable promoting and intervening measures. Chapter Five, Six and Seven review and introduce domestic and foreign literature on the theory and practical experience of processing the classroom assessment result for learning; then the scientific, refine techniques and approaches of the processing of classroom assessment result are proposed.