In Junior High School Geography Study Of Formative Assessment Practice

In the study of modern education assessment, different concepts and patterns once dominated others in different periods. Now a common idea that formative assessment is an important category of education assessment has been reached, which has excited all researchers in this field.Prompted by these questions, a research into the current situation of how JGL is assessed is carried out. Before practical research is done, theoretical preparations are made. The writer first reviews the evolution of modern education assessment theory, then analyses the three dominant ideas of education assessment and the current situation of geography learning assessment both at home and abroad. Guided with this, the writer makes an analysis of junior geography learning assessment (JGLA), taking Changzhou Experimental Junior School as the object. Diverse ways are adopted to make the research more convincing, for example, questionnaire, interview, spot-observation and on-line investigation. The result shows that the "goal-action" mode is still playing the decisive role in JGLA. A serious problem, therefore, can't be ignored, that is, students are lack of interest in geography learning and they don't even have the chance to participate in GLA. So, a timely reform is necessary and formative assessment is the effective solution.While New Curriculum Reform is under practice, why should formative assessment be applied to assess JGL? The paper presents relative significance, theoretic basis and basic principles. On the basis of it, the writer suggests a practicable mode of how JGL should be assessed and has made preliminary success in doing practical research. The research proves that formative assessment is flexible, educational and developing in nature, and that it is a suitable way to be applied to JGLA. Moreover, the writer makes further discussion on some problems to be solved and offers some personal opinions and suggestions.