Research On Assessment For Chemistry Learning In Senior High School

With the arrival of knowledge-based economy and the rapid development of chemistry science, remarkable changes on the views of talent and education lead the all-round development of all students to the core of the reformation of chemistry education. Therefore, New Chemistry Curriculum changes the way of students' learning and reconstructs curriculum structure, and has implemented the credit system. All these request a new corresponding assessment system. Reformation of assessment for chemistry learning which is to be the key of reformation is showing its importance with the further reformation of chemistry curriculum.By research of literature and practice, the article, under the direction of philosophy and psychology, builds up an objective system of assessment for chemistry learning. According to the newly issued curriculums the article carries out some basic methods. At last, a few of constructive programs rich the practical research.The article is composed of six parts. In the forward, the background is introduced briefly. The research actualities of home and abroad on assessment for learning are also mentioned. In the second chapter, the meaning, aims and functions of assessment for chemistry learning are discussed on the base of clarifying the meaning of student assessment. In the third chapter, the theoretical foundations and the value ideas of assessment are interpreted through the all-round development of individual theory of Marxism, the constructivism learning theory and the achievement motive theory. In the forth chapter, the relationship between curriculum objects and this assessment is analyzed. According with the characteristic of chemistry science the goal system is divided to two facts: the scientific one and the humanistic one with the factor analysis method. In Fifth chapter, according to the newly issued curriculums the article brings forward to three qualitative assessment methods. They are the performance assessment, the portfolio assessment and the open questions. Each method consists of principle and the practice how to make assessment. At last part, integrating proposed viewpoints, the article explores the practice of the assessment, such as the credit system, SOLO taxonomy and the assessment of the chemistry research-oriented study, and contributes a few of preliminary programs which may solve the problems met in the assessment implementation to the chemistry teachers in the senior high school.