Evaluation Of The Learning Process Of Mathematics Students

In the new round of curriculum reform, the reformation of evaluation methods catches people’s eyesand becomes a hot spot and difficulty. Emphasizing on participation of students,especially students’ selfevaluation and reflection, become one of the main direction of evaluation reform.As a new evaluationconcept and method, processing evaluation aroused wide attention from academic circles, as well as amongstudents and well-qualified teachers. By breaking the traditional characteristics of single evaluation modelof evaluation subject and evaluation utilitarianism,etc, processing evaluation treats students’ study as aprocess of sustainable development with evaluation always being through the whole learning process. Notonly education institutions and teachers evaluate students, as the main body of learning, students shouldparticipate in the learning evaluation as well.Processing evaluation injected new elements into theeducation evaluation.Originated in the continuous development of evaluation theory,processing evaluation is sure to becomean inevitable trend of evaluation theory development through analyzing evaluation connotationdevelopment.However, as a new evaluation model, processing evaluation is not totally accepted by people.Hereafter comes various definitions of processing evaluation. When studying middle school students’mathematics learning process evaluation, deep understanding of the connotation of the evaluation processranks as the first priority.Throughout all kinds of documentation, the current domestic academiaunderstanding of processing evaluation are mainly from the following two aspects: first,processingevaluation emphasize on evaluation of students’ emotion, attitude and values, which obviously distinguishprocessing evaluation with summative evaluation.Taken the influencing factors of learning instudents’learning process into consideration, the scope of the evaluation is hereafter enlarged.Secondly,processing evaluation pay special attention on process. Such cognitive perspective provides a newfocus for people to know evaluation, so that people turn their focuses from concern for the results to theattention of the process. However, this shift in the process of practice appeared the tendency offormalization easily which lead to proceed for the process or processing for the result. By analyzing thesetwo cognitive perspectives and the existing problems, this research explained the definition of processing evaluation and mathematical learning process evaluation.As a new evaluation method, new problems occurred now and then during processing evaluation intheory and practice. The author analyzed and studied the current situations of middle school mathematicslearning process evaluation through documentary method, questionnaire survey method and interviewmethod, some of the major problems existed in middle school students’ mathematics learning processevaluation are also summarized as follows: first, processing evaluation method is simple, but the actualoperation procedure is complex, which does not facilitate the start of evaluation activity. Secondly, it costtoo much in processing evaluation as well as time-consuming, which cause a lot of pressure to teachers andstudents.Third, processing evaluation shows strong subjectivity tendency, with objectivity being difficult tograsp. Therefore it is easy to appear utilitarianism. Fourth, under the existing test mechanism in our country,it is difficult to solve coordination problems in processing evaluation and examination evaluation system,which will become a serious impediment to the development and application of the processing evaluation.Based on analysis of the status quo and with the teaching and school conditions of the middle schoolstudents in mathematics learning taken into consideration, the author not only put forward assessmentmethod for middle school student during their mathematics learning process, such as writing mathematicsdiary, carrying out mathematics presentation, and conducting in-class observation, but also give a carefulanalysis of these methods. In the hope of making contributions to the continuous development of middleschool students’ mathematics learning process evaluation theory.