The Existing Problems And Countermeasures Of The Formative Evaluation Of Junior High School Mathematics Classroom

As the course reform goes deep and international education assessment pattern changes, the focus of education assessment has moved from the learning result to the learning process. As regard the mathematics class in junior high school, it is needed to remove our attention from the summative evaluation to the formative assessment.Formative assessment means that the teachers collect and interpret the learning information of the students involving the learning goals by some certain ways and return the information collected to the students and themselves in order to promote the learning result and the teaching process. Many studies on formative assessment have proved that formative assessment can greatly promote the learning result. So the writer couldn't help but to ask that what is the current situation of formative assessment in the mathematics teaching in China's junior high school? Does it play due part in the teaching process?Based on the thinking of this problem, the central problem of this study is, under the education assessment pattern transform, what is the current situation of the formative assessment in the mathematics class in junior high school? And does it promote the learning result and improve the teaching of mathematics?In order to answer the questions mentioned above, this essay mainly deals with three questions following:(1) Where should we begin in analyzing the current situation of formative assessment in mathematics class of junior high school?(2) What is the current situation of formative assessment in mathematics class of junior high school? And what kind of problems does it contain?(3)What counter measures should we adopt to solve these problems?In order to solve the three problems above, the author first analyzes the core factors of formative assessment in class, and builds an analyzing framework of formative assessment in mathematics class of junior high school, then, the author formulates questionnaires, and takes the mathematics teachers in junior high school as the object, by sending the questionnaires, the author learned the bugs in the formative assessment. At last, the author proposes the counter measures in four aspects, which is the society, school, teachers and the implementation of assessment pattern, in order to improve the current situation of formative assessment in the mathematics class of junior high school.