Study On The Problems In Authentic Assessment Of Students And Countermeasures

For a long time, the assessment of students' academic performance has mainly been based on the assessment by teachers and education authorities. Leading by students' academic scores as a primary assessing standard, focus of the assessment has been on the distinguishing, selecting and judging functions of it, and on the importance of summative evaluation. As is clearly defined in The Outline of the Curriculum Reform of Basic Education, "an assessing system is to be established, which can promote the development of students, discover and develop students' wide range of potential, help build up and improve students' self-awareness and self-confidence, and bring the educational function of assessment into full play in order to get the students developed over the previous level." This requires us to actively establish new assessing criteria and concepts so as to adapt ourselves to the needs of the new round of curriculum reform and quality education. Authentic assessment is a typical representative in qualitative evaluation with an aim of performance assessment which is both formative and summative. In other words, authentic assessment not only represents the trend of assessment development, but also is an effective integration of various assessing ways.The research is divided into three parts except the introduction.Part I is the first chapter, which mainly analyzes the theory of authentic assessment of students. This part discusses the connotation, meaning and basic function of authentic assessment on the basis of multiple intelligences theory and Constructivism. It also lays particular emphasis on the three most commonly seen operating modes of authentic assessment, i.e. performance assessment, portfolio assessment and behavior observation assessment, from the aspects of meaning, type and operation method. Part I lays the theoretical foundation for the second p-art which is going to discuss the actual application of authentic assessment.Part II is the second chapter. In this part, with the use of semi-structured interview method, starting from the four levels of leaders, teachers (leading role), students and parents, we can get a comprehensive understanding of the practical situation of authentic assessment of students and analyze the problems existing in practice.Part III is the third chapter, in accordance with the problems of authentic assessment raised in the second part, countermeasures are presented from the levels of schools, teachers, students and parents to make authentic assessment effectively carried out.