A Study On The Obstacles To The Formative Evaluation Of Mathematics Teachers In Junior Middle School

Formative assessment is the internal requirement for the implementation of the curriculum reform,It was popular in the theoretical research. In the reality of mathematics classroom assessment, there are numerous studies have shown that represented by examination and grades of summative dominated, formative assessment can not get the attention enough deserve and implementation. As math tercher Play a key role as Organizer and director during classroom evaluation, and has a decisive influence foe the implementation and effect of classroom assessment, this study from the perspective of teachers, starting from the practice, to explore the obstacles the junior middle school mathematics teachers in the classroom formative assessment,and trying to find the formation mechanism of these obstacles, and put forward the related countermeasures and Suggestions.This study used questionnaires, classroom observation and teacher interviews, and select a junior school teachers of mathematics and mathematics classroom as a case study. The study found junior middle school mathematics teachers exist barriers in the target design, choice of content, evaluation methods,and evaluation language, the reasons for these barriers including teachers’ cognition, emotion, attitude, there are also external reasons of system, management, etc. To solve these problems and reasons, this study put forward concrete Suggestions for teachers’ classroom formative assessment, and put forward the corresponding countermeasures to teachers, school, etc.around “improve teachers’ classroom assessment ability”.