The Experimental Study Of The Developmental Evaluation On The Effect Of Senior High Chemistry Learning

The new reform of chemistry curriculum evaluation has a lot offundamental changes in its basic conception, of which the mostoutstanding is that it reflects the humane spirit-takes human beings asthe foundation and respects the subjectivity of individuals as well as thedynamics. In the aspect of the evaluation of the students, the new reformlays more stress on the students' learning and development, that is, it notonly focuses on the achievements made by students, promotes students'all-around capacity development, advocates pluralistic evaluation, butalso respects students' differences. So it is required that we continuouslyperfect the developmental evaluation system and reform the existingclass-teaching mode, thus allowing students adequate room fordevelopment. Besides, the interactivity of the evaluated subjects, thediversity of the evaluation contents as well as the dynamics of theevaluation process should be further studied to meet the demands of thenew curriculum standards. However, research into the developmentalevaluation is not common at present.The passage tries to probe into the influence the developmentalevaluation has on the effect of Senior High chemistry class-teaching, withthe portfolio evaluation as its tool. The evaluated subjects are 80 studentsfrom two same-level science classes, 2007 Senior Three in No. OneMiddle School of Yizhang, Hunan. Then they are divided into two classesrandomly; one is the experimental class, the other the controlled class. Inthe process of carrying it out, with the participation of teachers, studentsand parents as the evaluated subjects, by designing the record contents and the standards of evaluation in the portfolio, in the experimental class,the students' learning and the effect of learning are evaluated, whereas thecontrolled class go on according to the traditional evaluation system.The outcomes of the experiment which lasts a term are as follows.First, the developmental evaluation has a positive and evident influenceon the effect of students' learning. Second, in Senior High chemistryteaching, the developmental evaluation has different influences onstudents of different levels. It has a more evident influence on the slowstudents than on the top and average students, while there is no evidentdifference between the learning effects of the average and top students.Therefore, we teachers should pay much attention to the students'learning process, individual diversity as well as the way of evaluation andavoid the mono-mark standard evaluation, so as to fully arouse all thestudents' enthusiasm, initiative and confidence.