Research On Student Qualitative Achievement Assessment Under The New Curriculum Reform

Qualitative achievement assessment refers to evaluation staffs use a variety of methods such as observation,conversation and record to describe,analysis and assess students' schoolwork as entirely as possible.Through the communication between teacher and students, the final goal of All-round development of students can realize.A long period of time in China,student achievement assessment only focused on one dimension of knowledge and skills,ignored the other dimensions such as processes and methods,emotional attitude towards the values which the new curriculum advocate,therefore, student achievement is turned into single paper testing,which results in deviation of education objectives,makes one of the assessment body -student drifted away from the assessment system,cause the development and education function of assessment difficult to achieve.Because et the limitations of paper testing,our country began to introduce qualitative achievement assessment.The rise of qualitative achievement assessment result from the following points:the reform of education assessment concept,which concentrates more on the students' participation,subjectivity and interactivity;the prosperity of cause that a large number of qualitative research methods have emerged;in addition to the fault of traditional student achievemcnt assessment;Some new philosophy abroad,such as Critical Theory,Scenario study theory and tacit Knowledge Theory promote people's self-reflection and critical awareness,advocate people's self-liberation,emphasize situational study and student experience.These ideas and perspectives have laid a theoretical foundation for the further development of qualitative student achievement assessment.Some developed countries such as America,England,Japan and South Korea have many experiences in it,America carried it out Successfully owing to a number of teachers and students' active participation and support from the Department of Education and the community agencies.Such as the Department of Education put a large number of excellent evaluation case file into the primary and secondary school teachers' books,a number of large websites also provide a variety of qualitative assessment resources for teachers and students.The United Kingdom attached particular importance to teachers on student achievement assessment,because teachers can observe the performance of the students in class and record achievement marks from more than one side,according to them,teacher gives a combination assessment with paper testing,all in accordance with certain terms of the proportion of total student enrollment of at the end.Japan also focuses on improving the single assessment method,additional courses are open in order to enhance the students' ability and cultivate the spirit of the innovation.Teachers use a new program "the integration of guidance and evaluation" to carry out student assessment,and don't merely depend on the form of paper testing.Meanwhile,in order to start the new curriculum reform actively,Korea put forward the "performance assessment" and took many kinds of forms and multi-criteria to conduct student assessment.The observation and record to student are further strengthened. Some schools in our country also carry out the student qualitative achievement assessment, through field study to some schools,we found that a certain effectiveness have got although not institutionalized.Such as the diversity of assessment body are being highlighted,the developed function are further enhanced,formative assessment has been taken seriously,the results of assessment are of more educatienal value But in practice some problems have emerged,for instance,the value and meaning of qualitative student achievement assessment are still ambiguous known,the type of practical applications of it is single,bad operability, the burden of teachers are increased,subjective assessment results,the reliability and validity difficult to ensure and incompatible to the existing examination systems.Some effective suggestions will be taken:firstly,we should change the old concept of it and update the concept of academic evaluation and establish new concepts of academic evaluation.Secondly,we are supposed to strengthen the localization study of,know about the background conditions abroad for their studies and learn from their practical experiences and iessons.Thirdly,the relative departments should establish mechanisms for effective protectiou and support measures,set up a learning team of teachers' staff,reform the examination and evaluation system and do a good job to protect the quality of education and supervision.