Reflection Upon The Evaluation Of The Inquiry Study And Relevant Practice Employing Portfolio

With the development of the curriculum of inquiry study, its evaluation has become a difficult and key problem. This thesis tries to illuminate the concept, significance, characteristics and principles of the evaluation of inquiry study. It makes an analysis of the differences of the evaluation between inquiry study and traditional curriculum as well as discussing several relationships which must be coped with in the process of evaluation. Furthermore, based on certain relevant practice, the thesis suggests a basic structure of evaluation which employs portfolio. The thesis holds that inquiry study is not only a curriculum but also a kind of study activity as well as an approach. This evaluation of inquiry study places more emphases on four aspects, including the whole process and the multiplicity of the subjects. The employment of portfolio in the evaluation aims to help the students understand the purpose of setting up portfolio and to get them to participate in its design. The evaluation consists of the process evaluation and the terminal evaluation. The process evaluation is reflected in all sorts of timely-filled forms. The terminal evaluation can be conducted in the form of self-evaluation, peer-conferences, peer-evaluation, teacher-evaluation, dialogues between the students and the teachers and general-evaluation. The thesis, based on the present teaching situation in our school, presents a series of forms systematically designed for the portfolio evaluation, providing a practical framework to carry out the evaluation of inquiry study.