The Research Of The Application Of Formative Assessment In Chemistry Education In Junior Middle School

It is very important that formative assessment in the teaching and learning process of chemistry in junior middle school, which makes it as the focus of this research in order to promote the entire development of students and to accelerate the professional development of teachers under the premise of students’ needs and the principals of new curriculum reform.The major content of this research includes the following aspects:an investigation of reasons why formative assessment is infrequently used in chemistry teaching and learning and to look for possible solutions to the problem, to establish a system of the application of formative assessment in the classroom instruction of junior middle school chemistry, an educational experiment of the effects of formative assessment and so forth.To explore how theoretical and empirical positions matter in this research, the author turns to foreign and domestic literature review in the first place, having analyzed the definition, elements and characteristics of formative assessment and come to the conclusion of specific implementation process. Furthermore, interview method and questionnaire survey have been employed to provide more explicit research interests and contrast standard. Different from summative assessment, formative assessment’s aspiration is for assessment to support learning, rather than only to credentialise learning. Drawing upon empirical study of classroom assessment practices, it concludes that formative assessment is capable of offering new perspective and insight for instruction evaluation.