| The Mathematics Standard of Compulsory Education (the Standard for short) put forward new ideas about the assessment of Mathematics learning. This paper, initially, discusses the features of the assessment of Mathematics learning: first, the shift of the assessment aim; second, the adjustment of the assessment content; third, the diversity of the assessment method; fourth, the multi-subject of the assessment .And next, by means of "the investigation on the implementation of the assessment of Mathematics learning in the experimental area", this paper finds out typical problems as follows:① in terms of some new assessment methods, a number of teachers do have problems in the notion and technique; ②as for multi-subject of assessment, there is a formalization tendency on the teachers' part; ③a lot of teachers have no clear understanding of the connotation of emotions, attitudes as well as outlook on value and they are also confronted with the problems in their assessment method; ④they have misconception in the attempt to presenting the motivating function of assessment. Then this paper,: in relation to these typical problems mentioned above, digs into them both in theory and in practice. Firstly, it explores some of the new assessment. For example, it studies the theoretical basis of the portfolio assessment and thus poses how to establish and use the portfolio. Next it makes a brief introduction to the implementation of oral Mathematics test in the experimental areas and gives some effective suggestions. Also, it explores the connotation and concrete implementation method of " Mathematics Diary". Secondly, it studies the theoretical basis of self-assessment and peer-assessment and discusses how to carry out self-assessment and peer-assessment in Mathematics learning. Lastly, it makes a deep exploration of the assessment of emotions, attitudes as well as outlook on value and discusses how to reflect the individual differences in assessment and the motivating function of assessment. |
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