Study On The Improvement Of Grading Evaluation Of Upper Grades In Shanghai Primary Schools

Since the implementation of the new curriculum reform marked by the Basic Education Reform Program(trial)established in 2001,the reform of school education evaluation has been put on the agenda accordingly.Under the guidance of the concept of quality education,student evaluation pays more attention to development than judgment.In the past,the percentage evaluation method,which has been widely used,has been criticized and questioned because of the increasing phenomenon of "the proportion of primary and secondary education must be different".In recent years,there have been many attempts to adopt and improve the grading evaluation method,and it has been applied to students' evaluation in primary and secondary schools.Til September 2016,the Education Commission has popularized widely in primary schools.However,whether it has improved the phenomenon of "divide must compare",whether it has correctly diagnosed students,promote the development of students,it is worth our deep investigation.Under all kinds of criticism,the grading evaluation adopted in the primary education environment needs to be better.Based on the research of reform,classical theory of grading evaluation and practice cases at home and abroad,this study attempts to improve the evaluation scheme of H elementary school,learn the effective experience,face up to the difficulties that still exist and have not been solved,then pay more attention to them in the later period.In the study,with the teachers of cooperative schools as the subject,the problems existed in the evaluation and the method of improving as the aim,literature study,case study,comparative study and interviewing as means of study,we try to solve “defining the specific meaning of each grading level”,“setting the standard for distinguishing”,“assessing the development grade of the students by the performance of them” and“interpreting,communicating and using the students' scores obtained in the evaluation” etc.In general,the cooperative teachers will use the unit evaluation as anopportunity to reflect on the past practices,and redetermine the specific plans for implementing the evaluation and promoting teaching in different phrases,then form a whole process of grading evaluation.Through the whole study,we can find making teachers be the subjects of the study to find a new way of grading evaluation has a track,and also its innovation and feasibility.But the problem is also glaring and obvious.First of all,it is a difficult and feasible task for teachers to describe the four grades of ABCD in precise and general language.Secondly,it is difficult to set up the exercises as standards to classify the behavior of different levels.Third,teachers facing the parents that “do not adapt to”the new evaluation and the school's high and complex requirements have relatively large pressure,so that the smooth development of research has some difficulties;in the end,the teachers' view of information is still simple,just focuses on superficial information,and the difficulties encountered are not sufficiently deep and logical to think.These are the shortcomings and deficiencies of this study.Overall,this research has opened up a new way of the grading evaluation,put forward a new bright spot of evaluation operation,and emphasizes the evaluation to the teaching "back-feeding" as an important part of evaluation.So it has very prominent practical significance,and plays an important role in promoting teachers' problem solving ability and professional growth.