Assessment Research About Chinese Composition Of Grade Six In Primary School

Composition assessment has become a topic of the increasing concern with the Chinese curriculum reform goes further. However, the assessment system in primary school writing which exists many problems within the actual operating procedure. It shows as the exam-oriented functions, limited contents, simplified subjects, simplified method, modeling forms of results in the assessment. They lead to the composition assessment which performs practically no function. According to "Chinese Curriculum Standards of Compulsory Education (2011edition)", using the theory of educational evaluation with the Chinese composition teaching practice in primary school in China, how to optimize the composition assessment in primary school to boost the students all-round development that is the problem demanding proper attention. This research adopts the survey procedure and experimentation, so that based on the thorough understanding of current situation, through diversified composition assessment, offers some composition assessment suggestions, to make up the assessment system which to boost the students all-round development to provide some references. It makes the writing teaching towards to the development of most favorable direction to improve the composition ability by students.The author made a survey by the partial Chinese teachers and the students of Grade Six in primary school whom from the main six city districts (they are Shangcheng District, Xiacheng District, Gongshu District, Jianggan District, Xihu District, Bingjiang District) in Hang zhou, to make the thorough understanding of current situation of Chinese composition assessment in primary school, and to draw the main research conclusion as below.1. Attitude towards assessment and evaluating functionTeachers’ attitudes are positive to the composition assessment and evaluating function. They can recognize the importance about the composition assessment. But the degree of enjoying checking of the students’composition needs to be strengthened.2. Content of EvaluationFrom the results of the survey by teachers and students, we can clearly see that both of them focus on the three aspects--"knowledge and ability","process and method","emotion manner and values" to make the assessment. However, during the composition process, students pay more attention on the "knowledge and ability" and "process and method" than "emotion manner and values".3. Subject of EvaluationIn every composition assessment, teachers take part in the composition evaluation mostly, students make self judgment secondly, then students make the mutual judgment and parents take part in too. But the mutual judgment by students and assessment by parents are less.4. Method of EvaluationWritten evaluation of student essays has been shown to be the most beneficial, followed by face-to-face evaluation, which still has considerable room for improvement. Few teachers, consequently, are willing to try the open, online grading mode of writing assessment.5. Standard of EvaluationTeachers pay most attention to students’ composition scores on final examinations, and slightly less attention to non-exam compositions and activities. The bright side is that a number of teachers take into account the publication of students’ articles on newspapers and the internet, as well as their awards and honors, factors that are indicative of the students’ overall ability and personal development. However, it is critical that these standards be popularized and used on a more frequent basis in the evaluation process.6. Presentation of Evaluation ResultsThe most frequently adopted method to present the results is using a combination of scores, levels and comments."Incentive evaluation", though the second-most commonly used approach, is employed only occasionally. In comparison, relatively few teachers present student performance by establishing "Composition Portfolio" for the students.The author proceeded to apply the findings of the survey to teaching based on the present situation by experimenting a multifaceted composition evaluation on Class3Grade6of Hangzhou Xuejun Primary School. The author sought to realize the comprehensive contents, open subjects, diversified approaches, procedural standards, and pluralistic forms of results in the assessment. The effect of effective evaluation is evidenced by comparison of the experimental group with the control group. I thereby put forward some practical suggestions on effective evaluation of composition, expecting and welcoming more in-depth opinions and voices on this subject.