Of Hierarchical Evaluation In Junior High School It Teaching Action Research

Conventional systems of instructional evaluation evaluate student performance with the same standard, but do not account for the student discrepancies. They usually conduct instructional evaluation based on student scores. This easily reaches a fact that students with better performance are overconfident, while those with worse performance become increasingly diffident and lose learning initiative. In a word, a generalized system of instructional evaluation falls short of discovering student personality, and hence hindering their further development. We get the above findings in junior middle school during the process of IT (Information Technology) teaching.To this end, we propose in this thesis a system of instructional evaluation, which highlights a premise that student discrepancies have a significant impact on learning ability and developing personality. It evaluates student performance by their ability and personality, thus achieving objective evaluation. To examine the proposed system in practice, we have conducted a layered evaluation in a semester covering the evaluation of course teaching and examination. Experimental results show that the layered evaluation system outperforms existing systems in terms of examination scores, learning confidence, attitudes and methodology.The thesis consists of five chapters and is organized as follows. Section 1 describes the background and the start-of-the-art systems of instructional evaluation. Then, it introduces our research motivation, and technical routes. Section 2 discusses student discrepancies, based on which we propose a theory --- layer instruction evaluation, involving concepts, characteristics and principles. Section 3 divides our real process of applying the layered theory to IT teaching into class learning and examination instructional evaluation, and then summarizes an efficient enforcement. By conducting a questionnaire, Section 4 analyzes the pros and cons of the proposed theory. Section 5 concludes the thesis and points out the potential research directions.