The Research On The Existing Problem And Countermeasures Of Mathematics Classroom Assessment In Junior High School

Classroom assessment is an important branch of education evaluation, studying the classroom assessment will play an important role in promoting the theory of educational evaluation. Currently, research on the concrete subject has entered people's vision, but is more scattered, less focused. This study based on the investigation found the existing problems of mathematics classroom evaluation in junior high schools. Through analyzing the causes for these problems, this study attempt to propose specific measures and suggestions for the impovement.Based on the investigation, four main categories of mathematics classroom assessment were raised, the deviation in understanding the concept of mathematics classroom assessment, the content and stytle of mathematics classroom assessment is relatively simple, the problems of assessment language, and the scheduled type of classroom assessment. Through the analysis of the relevant literature, this study found the main reasons for the existing problems. They are include the traditional view of examination-oriented education, new ideas can not be used in classroom assessment; mathematics classroom assessment system has not yet formed, so that mathematics classroom assessment was not scientific and professional; mathematics teachers have not received specialized training in classroom assessment, they are short for the relevant assessment skills.Lastly, this study suggest that the improvement of mathematics classroom assessment should be focused on the developmental assessment, and establish a complete system of mathematics classroom assessment, and specialized training about classroom assessment should also be given to mathematics teachers, so that the implementation of the mathematics classroom assessment can be carried out smoothly.