On Formative Evaluation Of Elementary School Moral Education

After investigation, it is found out that moral evaluation in our country's elementary schools has not received adequate attention, both theoretically and practically. There are several problems as follows. The first one is that there is low construct validity and instructional validity either because moral character evaluation is treated as moral evaluation or because the connotation of integrated moral education is regarded as the standard for establishing the general evaluation target system. The second one is that the evaluation mode is too rigid due to the dominance of the mode of school administration. The third one is that the evaluation is too abstract due to the excessive reliance on the prescripts about moral education target on government text. The fourth is that the evaluation usually takes the form of data, lacking the function of feedback. The last one is the evaluation is seriously closed, without active participation of teachers, parents, students, and theorists.The author believes that all these problems come from the fact that excessive attention is paid to choosing and examining function of moral education evaluation, while not enough attention is attached to value of moral education evaluation for moral education and the development of children's moral character. Therefore, this article brings forwards the concept of formative evaluation on elementary school moral education to emphasize the truth and the feedback of moral evaluation and it also makes clear that its function value tropism is the promotion of moral education and the moral development of learners.Formative evaluation on elementary school moral education not only constructs some kind of evaluation because of its different function tropism, but also annotates and emphasizes the essence of moral education evaluation on the basis of forming property between moral education and formative evaluation. Its hypothesis is that good result can be guaranteed with the guarantee of each factor that influences the result when we cannot judge the process (moral education) by the result (children's moral character). Based on this hypothesis, the author puts forward that the main object of moral education evaluation should be the condition and activity of moral education; and formative moral education evaluation is good at checking condition and activity of moral education. The teachers should be the engineers of formative evaluation on elementary school moral education, making the evaluative team with others together. The mode of evaluation must be suitable to what are evaluated and who evaluate, with the qualititive evaluation as the main approach supplemented with quantitive evaluation. The evaluation system is based on established theories of moral education process and conditions, which goes beyond the system based on judgment of the results. The intrinsic property of the formative evaluation is that great importance is attached to the feedback besides the judgment of results.At the end of this article, the author points out that formative evaluation on elementary school moral education scarifies reliability for validity. Although its cost might be high, its benefit is significant.