Implementation Present Situation And Countermeasure Research Of Formative Assessment In High School Chemistry Classroom Teaching

In the basic education curriculum reform, the evaluation has become an important factor in promoting the curriculum. Summative evaluation of the past can no longer meet the requirements of today’s assessment, as strongly advocated the formation of the new curriculum evaluation, implementation of formative assessment in chemistry teaching has become a trend. Today about teaching abroad formative evaluation research has been very rich, but for chemistry is little. Study chemistry classroom formative assessment, teachers can not only promote teaching and learning, but also promote the evaluation of reforms. We concern about content, methods and implementation issues of chemistry teaching formative assessment, but how about the status of the implementation of formative assessment? If there are difficulties in the implementation process? Whether the corresponding solutions? Researching in these areas is still very small. Therefore, the present study was to finalize the topics Situation and countermeasures on the implementation of formative assessment in chemistry Teaching.Chemistry teaching status formative assessment and countermeasures has some theoretical considerations, there are some empirical analysis, from the theoretical level, the question of chemistry can be implemented in formative assessment, evaluation of the rich chemistry theory, as subsequent research has laid a foundation; from a practical level, the overall situation in the study of formative assessment, propose appropriate measures, on the one hand to provide advice for the chemistry classroom formative evaluation of further promotion, on the other hand the effective promotion professional development of teachers and students in active learning.This research paper consists of seven parts. The first part of the introduction, description of research background, significance, researching questions, hypotheses, researching design and researching methods. The second part is a literature review, interpretation of" formative assessment ","chemistry classroom formative assessment " and other core concepts; comprehensive Review of relevant research status of the study. The third part is the preparation of research tools and analysis, comprehensive Review of relevant research status of the study. Preparation of questionnaires and interviews with the subject content is based on a literature review including the evaluation of implementation, the content, methods and feedback. Modified by predicting and the final analysis of the internal consistency of the questionnaire, exploratory and confirmatory factor factor questionnaire was good reliability and validity. The fourth part is the core of this study, based on the perspective of teachers and students to analyze the status of formative assessment. The fifth part is problematic analysis. Part six of this study was proposed a solution of this study from preservice and service teachers. Part seven of the study are summarized, including the conclusion of the study and reflection.Conclusions of this study are as follows:1.According to the research literature and questionnaire analysis, secondary classroom teaching evaluation of five dimensions are: the implementation of formative assessment, the content of cognitive evaluation and non-cognitive, formative methods and feedback, by correlation coefficient analysis, There were significant correlations between the various dimensions.2."High school chemistry classroom formative assessment questionnaire " by the internal consistency test, exploratory and confirmatory factor analysis of cross validation, the questionnaire has good reliability and validity.3.Chemistry Teaching overall good formative assessment, evaluation of the content of the cognitive aspects and evaluation feedback are paid attention of, non-cognitive aspects of assessment and evaluation methods are ignored. The dimension cases are: teachers and students are considered formative assessment to be useful, so that harmonious relationship between teachers and students are played an incentive adjustment function, indicating that the effect of the implementation of the evaluation of teachers and students are recognized; evaluation of the content is not balanced, paying attention to cognitive aspects of the evaluation and ignoring the content of non-cognitive aspects of the evaluation; the main evaluation method is classroom-based assessment, student self-assessment and peer assessment are supplemented, a variety of evaluation methods is used low frequency; feedback in language is based, non-verbal feedback (blackboard, demonstrations feedback) is suppled.4The formative assessment of4-10years of teaching experience of teachers were significantly higher than pre-service teachers; junior teachers’ formative assessment levels were significantly higher than high teacher; former provincial demonstration schools preservice teachers’formative evaluation levels was significantly higher than the municipal model schools’, and service teachers after the opposite. With the improvement of student achievement, they believe formative evaluation of teachers is also improving.5.Through the implementation of formative evaluation of the status quo, high school chemistry teacher interview notes and chemistry teacher case analysis, the high school chemistry formative assessment of the following problems was found: lacing effectively way to promote formative assessment; the implementation of formative assessment is not attach; understanding of formative assessment is not sufficient; lacking of experience for implementing formative assessment; less effective measures to understand students’ situation.6.According to the findings, this study suggests that the relevant of education departments should promote the concept of formative assessment and the conditions of the implementation of formative assessment, colleges should pay attention to teachers’ training and build practice portfolio; teachers should understand the student level, build formative evaluation criteria, integrated effective use of evaluation methods and evaluation feedback.