A Study On Classroom Assessment For Learning

In the current global standards-based education reform tide, Students’ achievement assessment has been at the tip of the tide and becomes one of the common concern topics around the world. Classroom assessment is playing a key role in students’achievement assessment as a basic element and a main form, and it can’t be substituted any way. So it is an epoch proposition on how classroom assessment facilitates students’learning and development. The study is guided by the basis question:What is Classroom assessment for learning? The basis one is divided into three subproblems, that is what core elements are in classroom assessment for learning, how to construct a model on the basis of the elements and how the model works in classroom?The first part of the dissertation tries to sovle the first subproblem. In Chapter1, under the control of the summative assessment with standardized testing as main form, inherent value and independent charicteristics of classroom assessment hasn’t performed fully and its role has been ignorant. As a result, it brought many problems to teachers in classroom, such as weak consciousness of eliciting learning evidence, unproper methods of collecting learning evidence, vague standards of analyzing and explaining learning evidence, inefficient feedback and communication, unsound subsequent correction and intervention. In Chapter2, considering these problems, we should lead to classroom assessment for learning. On the basis of analyzing three assessment experts’elements on classroom assessment for learning, four core elements are put forward, that is learning goals, collecting evidence, explaining evidence and feedback.The second part of the dissertation tries to sovle the second subproblem.In Chapter3, three importance knowledge bases were examined on classroom assessment for learning, which are formative assessment,learning-oriented assessment and feedback for learning.In Chapter4, three representative models on classroom assessment for learning in three countries region were introduced, and their advantages and shortcomings were discussed. In Chapter5, a Cycle Model was constructed based on Assessment Triangle of National Research Council with System Modeling method. The model is a learning-goal-centered, collecting learning evidence, explaining learning evidence, and feedback process. Meanwhile, its procedures in classroom were also described.The third part of the dissertation tries to sovle the third subproblem, In chapter6, A collaborative research was carried out in a3rd-grade mathematics class with a maths teacher in a pioneer primary school by case study method in order to describe and explain how to apply Cycle Model in a real mathematics class context.The result showed that Cycle Model had an positive effect on students learning in the mathematics class, and it helped to achieve the learning aims.