An Action Research Of Applying Performance Assessment In Mathmatical Probelm Solving

Mathematical problem solving is one of the core contents of mathematics curriculum in primary and middle schools.The Mathematical problem solving teaching has made some fruitful achievements and gained some practical experience.However,teaching is not equal to learning,learning is not equal to mastering.So,the more critical question is,how to know what students have learned and how degree has been reached in Mathematical problems solving? And how to use assessment to promate students’ mathematical problem solving ability? For a long time,mathematical problem solving assessment is a short board in mathematics teaching.Performance assessment is a method that allows students to display complex performance.This article focuses on the study of performance assessment applying to Mathematical problems solving,aiming at finding out how to design and implement performance assessment for promoting mathematics problem solving.Following the discussion of the Mathematical problem solving assessment dilemma and the relevance between mathematical problem solving and performance assessment.This study answers the design and implementation of applying performance assessment in Mathematical problem solving from theory and practice paths.Based on the existing research,this paper answered the questions of how to apply the performance assessment to the Mathematical problem solving in the aspects of the objective determination,task design,rubric development,rubric and classroom teaching.Subsequently,this paper employed action research to answer teacher and students’ behaviors and concepts of applying performance assessment in the context of real education practice,and changes in the whole process.The study finds out that:1.From the perspective of teachers,in terms of design,they have improved their understanding of assessment objectives,weakend the way to replace students’ dismantling tasks in task guidance and enhanced the basis of developing rubrics.In terms of implementation,teachers’ original teaching model has changed obviously,in which elements of performance assessment has embeded deeper and the degree of students participation has increased.2.From the perspective of students,their understanding of mathematics problems solving are no longer confined to solving problems stage,but extend to complete problem solving stages,that is understanding problems,making plans,solving problems and explaining.In the four stages of mathematics problem solving,students’ performance are different.Students’ performance and improvement in “solving problems” are better than otherstages.By presenting and analyzing the concepts and implements of teachers and students in the design and implementation of performance assessment of mathematical problem solving.This study has formed three conclusions: 1.Concept leads action,action research is the way of constructing new ideas.2.It is reasonable and feasible to apply theory of mathematical problem solving in the performance assessment of mathematical problem solving.3.A tool that can be used in the performance assessment of mathematical problem solving.