Assessment Framework And Practice In Authentic Assessment Of Mathematical Learning In Children Aged 3-4

In 2012,<3-6 years old children’s learning and development guidelines>(short for guideline) was issued by the Ministry of Education. After the guideline issued, how to put it into pre-school education practice needs to be fixed. This paper explored how to develop assessment framework to fulfill the Guideline based on mathematical learning in young children aged 3-4.And examine its effectiveness by weather it has effectively implemented, aimed to provide reference for how to fulfill the guideline in education practice.The paper takes teachers of children aged 3-4 of B region in Shanghai and carry on research based on action research. The data collection and analysis are based on text analysis, observation and interview.The results indicate that developing framework based on Guideline provide important grasp for teacher to fulfill Guideline in teaching practice and the assessment practice improved teachers’professional development. Firstly, the framework of mathematical learning indicator reflects children’s learning character. Secondly, the framework operated effectively. Thirdly, teachers’ability of assessment and reflect curriculum has developed. At last, teachers know better how to apply the Guideline. In the end, teachers care more about assessment process and do not boost children’s development. The result of also indicates that teachers’willing, researcher’s guide and the administration of kindergarten are important factors to fulfill assessment framework and Guideline too.Based on authentic assessment practice of mathematical learning in young children aged 3-4, the author raised suggestions as follows. The teacher should change the concept of assessment, pay attention to authentic assessment; enhance systemic integration of assessment, curriculum and teachers’professional development to fulfill the Guideline; enhance the role of kindergarten-based research in fulfill the Guideline; enhance the administration of kindergarten, make corresponding measures to stimulate teachers’ passion and willing to professional development.