The Application Of Formative Evaluation In Small-sized Class Teaching

Small-sized class teaching is a kind of teaching approach that is carried out in classes whose size is smaller than the conventional standard. Because of the reduced class size, small-sized class teaching can focus on both the development of all the students and their individual characteristics so as to embody the principle of individualized teaching. In the 1990s, in the condition that the number of students shrank and the society needed high- quality educational resources, small-sized class teaching emerged in China. In the past twenty years, it has attracted more and more attention and has spread widely. But in the practice of small-sized class teaching, student evaluation is still affected by traditional evaluation system to a large extent. Formative evaluation doesn't receive the attention it deserves. Formative evaluation continuously records and reads various aspects in students learning process and it provides support and care at the same time, so it is exactly adequate for small-sized class teaching. On the other hand, small-sized class teaching provides a suitable environment and a rich basis for evaluation. Apparently, it is rather important to use formative evaluation in small-sized class teaching situation. However, many front-line teachers do not know much about how to put formative evaluation into use. The existing relevant research fail to provide specific and practical support. Thus, the study in the application of formative evaluation will really help to push small-sized class teaching forward from the changes of teaching scale and forms to the substantial enhancement of contents.This article uses the investigation method to study the status of implementation and existing problems of student evaluation in small-sized class teaching. It uses the analytic approach of documents to research relevant theories and practice so as to summary the contents and elements of formative evaluation. It also uses case study method to seek the implementation framework and specific application by studying a couple of practical cases. In the first and second chapter of this article, the write analyzes the status of implementation and existing problems of student evaluation based on researching of relevant theories and practice, and raises a suggestion of using formative evaluation in small-sized class teaching. Also, after studying the origin and development of formative evaluation, the writer searches for the features and value orientations of formative evaluation, and represents its contests and four features.In Chapter Three, the writer tries to build a framework which consists of time, contents and subjects of evaluation. In terms of time, formation evaluation runs through the whole teaching process, including real-time evaluation, formative tests and periodic evaluation. In terms of subjects, formative evaluation advocates students'self-assessment, peer-assessment and parental involvement so as to make multiple evaluation more complete. In terms of contents, formative evaluation concerns with students'growing experience in knowledge and skill, process and methods, emotion, attitude and values, according to spirit of new curriculum reform.In Chapter Four, the writer aims at implementation strategies that are appropriate to different forms of formative evaluation in small-sized class teaching. In the process of individual learning, portfolio assessment can make students understand their learning situation and become more confident gradually. In cooperative learning, relative progress scoring, group points system and rating system are all effective evaluation forms. In every section of difference teaching, teachers can evaluate students of different levels by setting different teaching goals, raising different questions and assigning different homework as that students can make progress in the process of achieving zone of proximal development. In both two above chapters, several cases are used to present application of different forms of evaluation.Chapter Five is the conclusion. The write summaries the main contents of this article and points out that formative evaluation needs to combine with other forms of evaluation so as to build a complete student evaluation system. To improve the effectiveness of evaluation, formative evaluation should become one of teachers'professional skills.