The Studay Of High School Student Developmental Evaluation Of Physic

At present, the evaluation of students in our high school at physics are more limited in forms of evaluation of the college entrance examination, so the evaluation of students are not able to give its full role.This research revolves around the theme of student development which uses the student evaluation, in the background of student evaluation of reform and the teaching status of high school physics, on the basis of the principles of education-al evaluation and classification theory of Gagne's learning outcomes, and it also researches the evaluation of physical development of high school students deeply.The following is the main contents of this article:1. It determines the logical structure for the development evaluation on the basis of the original structure of education evaluation, including the account of the results of learning, value judgments and feedback of three parts, and points out the final evaluation activities. As the evaluation points to feedback finally which makes the evaluators subtle changes of account of educational activities and value judgment. In the account of educational activities, they don't only concern with the results of educational activities any longer, but also concern for the "process", so both process and outcome achieve. The judge carrying out on the basis of "is not" and "good and bad" is not just for the results. It requires Communication, exchange, experience sharing, mutual understanding, shared meaning between the critics and the assessed on an equal basis to make the role of evaluation to the greatest need and high-quality feedback.2. It researches three-dimensional target of high school physics curriculum standards and content standards based on the results of Gagne's classification the-ory of learning, which gives a workable sample for the development of evaluation standards. Professor of Liansheng Pi coming from East China Normal University considers the description of three-dimensional target has problems which are more general concept of knowledge, no difference between memory knowledge and intel-lectual ability or skills knowledge, the concept of skills do not distinguish between motor skills and intelligence skills. Gagne's theory of classification of learning out-comes states the nature of knowledge of the wisdom skills clearly, but also covers all fields of study, so it can be used to guide the evaluation standard. With the help of Gagne's theory, we can convert the standards of content and develop a clear description of the evaluation criteria.3. It gives the task analysis of student evaluation, and determines that the re-quirements should be met in order to achieve the development of evaluation during the stage of learning outcomes in the account, value judgments stage and feedback stage. These requirements are specifically:the students and parents are also in-cluded evaluation system; The contents of evaluation should not only pay attention to the learning process but also the learning results; Evaluation tools should be diversified; The criteria of evaluation should be developed by Curriculum standard; Evaluation should serve the direct participants of teaching and learning activities, and provide adequate feedback information.4. It gives technical analysis on portfolio assessment, authentic assessment and evaluation of the college entrance examination as a mode, and points out the steps, role and value above evaluation methods. Portfolio is the systematic collection of student works and the works collected as samples evaluate student performance. Portfolio assessment can achieve an advocate of many educators on student evalua-tion:"Evaluation should be an integral part of teaching, but not be separated from teaching." Authentic assessment requires that tasks should be derived from the real world or simulated real-life, and authentic assessment can be used to measure the ability to use knowledge and skill of students in a variety situations of real-life, has more effect on cognitive strategies and complex skills in the evaluation of students. Examination of physical uses the basic assumptions and ideas of SOLO taxonomy to design the structure and item difficulty of paper. This inspiration to student evaluation is in accordance with the idea of designed question to decompose the process of solving problem, precipitating from the concept of proposition, proposi-tional network (verbal information) and rules (intellectual skills),helping to guide exercises teaching or diagnostic problems in solving questions of students, giving clear feedback.5. It provides three samples of development of student evaluation, and each sample is analyzed and explained. They are the portfolio assessment (growth), au-thentic assessment (Study of aclinic parabolic motion and the tidal phenomenon) and the analysis and adaptation about question 25 of the Comprehensive manage-ment papers of 2010 national college entrance examination.This study has two main characteristics:first, it reveals the internal logic structure for the development of student evaluation, and brings in feedback as a link for the development of student evaluation; second, the study for the evaluation of the college entrance examination as a model reveals the internal structure of the physical entrance examination questions, and provides a sample using the college entrance examination question to evaluate students and promote the development of students.