An Empirical Study On Classroom Instruction Assessment: Analyzing It From "Multiple Intelligences" Experiment

It's of current significance to comprehend classroom instruction assessment. However, there is not much research done on classroom instruction assessment in China, even less by empirical strategy. After thorough survey of relative literature and multiple intelligences assessment, the thesis investigates and analyzes the current situation of classroom instruction assessment in our experimental schools and teachers' opinions on it, focusing on the contents and methods during inquiring into how to assess classroom instruction.In quantitative part, classroom instruction assessment questionnaire is employed to describe and analyze classroom instruction assessment's standards and methods. We make it clear that: On assessment's standards, teachers prefer to such standards as teaching's aim being in line with the students' realities, developing the students' thinking; on assessment's methods, the favorite factors are multiple assessment, combination of quality and quantity and teachers-self assessment.Turning next to the qualitative part, observation, interview and case study show us the situation and the teachers' expectation to classroom instruction assessment. The thesis emphasizes in assessment's object, function and types.On the basis of above studies, combining with our experience in normal times, the thesis takes further step to how the assessment should be made, pointing out that we should pay attention to teaching's object, the student' taking active part in instruction, developing the students' thoughts, therelationship between teachers and students, teachers' attitude to students. In order to show how to assess a lesson, the thesis provides a case.In addition, the thesis inquires into the difficulty of scientific assessment and the importance of correctly playing assessment's effect. Our research suggests that school and teacher should have rights to assess instruction, we should train more assessors, also we should improve our system of assessment and social standard on instruction.