The "learning Book" Formative Evaluation Of Intervention Studies To Improve The Language Performance Of The Upper Grades Of Primary Schools

During the elementary education stage,there are many researches on how to improve the academic performance of students in the field of education.Many researches discuss the issue from the perspective of education evaluation.The traditional evaluation method with the final evaluation as the main means can not fully reflect the status of students' learning,nor can they give individualized guidance to students,resulting in some students' interest in learning and enthusiasm decline.The use of formative assessment to inprove the effectiveness of academic learning has become a new research direction.The concept of "Study Account Book " was first proposed by American primary school teacher Lev Esquise,which allows children to use their own labor income to purchase "their favorite class seat","popular community's priority right selection" and so on.The assessment of " Study Account Book " is a kind of assessment mode that introduces the formative assessment of the concept of "Study Account Book",sets up multiple observation dimensions and conducts continuous and quantitative observation on the students' abstract learning behaviors.Through the previous literature review,we can see that formative assessment and academic performance,learning adaptability and academic performance,formative assessment and learning adaptability have positive effects on each other.Based on the previous studies,the author uses the interventional method to study the impact of the "Study Account Book " assessment on the achievement of Chinese in primary school of senior class and the mediating effect of learning adaptability on the relationship between "Study Account Book" and Chinese academic achievement.The author select two classes from a primary school of Grade Four which have no significant differences as experimental class and control class.The author promotes "Study Account Book" formative evaluation in the experimental class.The experimental AAT questionnaire score,the Chinese score and the accumulative number of learning currency evaluated by the "Study Account Book" were regularly collected for data collection in the experimental class and the control class.Through the analysis and comparison of the experimental class and the control class at different stages of the experiment,with the assistance of the late questionnaire,The author discusses the influence of the assessment of "Study Account Book" on the academic performance of Chinese in primary schools of middle and upper grade andwhether learning adaptability plays an intermediary role.The author also explores the formative assessment and implementing strategy of Chinese language courses of senior class in primary school.Research indicates:(1)Through the assessment of "Study Account Book",the scores of experimental classe are higher than that of the control class in overall,gender and level of learning.And it has significant differences in the overall,boys,middle school students and poor students.(2)At the level of the overall,gender and learning,the learning adaptability and the scores of the three items(the attitudes,the methods,physical and mental health)in the experimental class are higher than those in the control class.And it has significant differences in overall,boys,middle school students and poor students.(3)There is a significant positive correlation among " Study Account Book " assessment,learning adaptability and Chinese achievements.And the cumulative number of " Study Account Book " learning currency phase can significantly predict Chinese achievements.(4)The assessment of " Study Account Book " can improve the academic performance of Chinese learning,and attitudes towards learning adaptability play a complete intermediary role among them.The score of attitude towards learning adaptability plays a part of the mediating role among them.