From Outcome To Process

With the advancing of the new wave of curriculum reforms, paying attention to the process, realizing the diversification of assessment styles and the integration of teaching and assessment now have already become a trend in the development of educational research. The composition assessment in teaching process also obtains the widespread attention. However, in most cases it involves there is only the question of how to assess, no answer of what to assess specifically,which is a question of premise.The original evaluation system already could not meet the actual demand.Therefore, this study advances a new idea of developing and applying scoring rubrics with holistic and process thinking. Guided by the theory of scoring rubrics, it attempts to set a kind of scoring rubrics of Chinese composition in primary school after comprehensively investigating the value of composition and learning from the domestic composition analytical framework and the foreign methods of constructing composition scoring rubrics. The aim is to realize the emphasis of composition evaluation from outcome to process, to achieve the integration of teaching and evaluation, and to promote the development of teaching and studing finally.The study mainly attempts to answer these questions: why should introduce the scoring rubrics to composition evaluation in teaching process; whether is it reasonable of introducing scoring rubrics for composition; how to develop and apply scoring rubrics for composition. There are five parts in this dissertation.Part I starts with thinking about the relationship of process and outcome, based on the understanding of 'process' and 'thoughts of process'. It gets an enlightenment -from outcome to process-from Dewey's education thought, and realizes that the composition evaluation in teaching process needs to place emphasis from outcome to process. Par II does further theoretical research on putting scoring rubrics to composition evaluation in teaching process. It argues the adaptability and explains the value orientation of introducing scoring rubrics on the basis of interpreting its concept and theoretical origins.Part III explores the development of scoring rubrics for composition. Based on literature analysis, it determines the development procedure of scoring rubrics, establishes a new analytical framework of composition, and attemptes to develop one case-scoring rubrics of Chinese composition in primary school.To extent, Part IV mainly has discussed the application of scoring rubrics for composition, which includs being clear about the limitation of scoring rubrics and its requests to teachers, and thinking about the application strategies. Part III and Part IV are the stress of the study.Based on the four parts above, Part V presents the problems in scoring rubrics for compositon, and gives the summary and outlook of the research, after some interview and discussion with elementary school teachers.