On The Teaching-Learning-Assessment Alignment

As the fundamental pathway of curriculum implementation, instruction will directly influence the effect of the standard-based curriculum reform. Since the national curriculum standards came into effect, carrying out standard-based instruction has been not only the requirements of national curriculum policy, but also the professional demands of teachers’ teaching. Thus, teaching-learning-assessment alignment becomes one of the critical issues in classroom practice.This thesis first presents the dilemma of current classroom teaching:the inconsistency of teaching design and behavior, teaching and learning, and teaching-learning and assessment, identify the connotation and meaning of teaching-learning-assessment alignment, and then puts forward the necessity and possibility of achieving the alignment. Meanwhile, it analyzes the alignment of objective, teaching, learning and assessment in light of teaching. Based on the analysis of previous studies, the author believes constructing the analysis framework of teaching-learning-assessment alignment need to realize classification of analysis dimension, standard-based orientation, and confirmation of assessment level. Along with the discussion of teaching-learning-assessment alignment, the thesis also proposes the analysis framework of the alignment. In order to achieve consistency, we have to judge from three dimensions:the alignment of teaching plans, the alignment of classroom teaching and the alignment of assignment. Additionally, analysis and judgement have to be provides for each dimension.After that, taking the Chinese writing lesson in primary school as an example, the thesis tries to demonstrate a classroom instruction form that can reflect the alignment of teaching, learning and assessment. Finally, four conclusions are proposed:teaching-learning-assessment alignment is the demand and trend of current curriculum reform; teaching-learning-assessment alignment analysis framework is constituted by the alignment of teaching plans, the alignment of classroom teaching and the alignment of assignment; objective is the soul of teaching-learning-assessment alignment; design and implementation of tasks have to be highly aligned with the objective.