Respect For Differences, Lead To Development

As an important subject of educational assessment, the researchers pay more attention to the student assessment. Traditional student assessment is only concerned about the high and low points, neglecting the students'personality. With uniform standards for all students can not meet the developable needs of students. To establish the evaluation system of promoting every student's development, is the core of student assessment reform in the curriculum reform of basic education. The diversified assessment follows this idea of the student assessment. It respects the differences between students and fades the horizontal evaluating, using a variety of ways to lead students to compare with their own in the past, building a pluralistic assessment system to guide the students'personal development. By the systemic collation of related research, this research takes the diversified assessment as the breakthrough point, selecting the elementary and secondary school students as the object of study. With documentation, investigation and case analysis method, the study analyzes diversified assessment deeply in theory and practice.This study begins with the connotation of " Differentiated Student Assessment ", pointing that the diversified assessment is the process of respecting for students'differences and promoting students'individual development and it interprets the diversified assessment in the characteristics and significance. This study tries to base on multiple intelligences and equity theory, borrowing the excellent research production of the student assessment, and finding the revelation from differentiated student assessment.Then, by the investigation of differentiated student assessment in Zhengzhou, Kaifeng and Anyang, it exists some problems on the concepts and practice of assessment, the improper method of assessment, the question of assessment fairness, the lack of the external environment support and so on, and making some attributive analysis. On this basis, it makes a theoretical conceive of the content, standard, and subject of differentiated student assessment, and establish a new concept of differentiated student assessment, exploring the practice of the procedure and method of assessment. Finally, this study selects the D primary school as a case anlysis, analyzing the background and practical process of the in diversified assessment this school. And it makes a case analysis about the diversified assessment in classroom teaching, examination, extra-curricular activities. After some related consideration, this study sums up some conclusions on successful implementation of the diversified assessment.In short, on the assumption of"respect for differences, lead to development", the aim is to convert the students'diversity into the power of students'development, trying to find the developing space of the diversified assessment, so that it can be more systematic and comprehensive implementation.