Application Research Of Performance Assessment In High School Biology Teaching

The "National Biology Curriculum Standards for High Schools 2017 Edition" proposes that the fundamental task of the biology courses is to improve the key competency of the students' biology disciplines.The teaching unit design and academic evaluation are all based on this,and evaluation is the key to determine the cultivation of core literacy of biology discipline can be achieved.Performance evaluation can examine students' complex performance in task situations,such as analyzing and solving problems.In order to meet the requirements of the new curriculum academic evaluation,this study combines the methods of literature,interviews,and experimental methods to conduct theoretical and practical research on the feasibility and application strategies of performance assessment applied to the academic evaluation of high school biology teaching.The performance assessment is applied to the academic evaluation of high school biology,which mainly examines the core literacy development level of students' biology.The high school biology academic quality standard should be used as the performance standard for evaluating the core literacy level of students,and combined with specific teaching content,tasks or activities to develop more detailed and specific performance criteria,as the training objects of a unit or activities to achieve.In the evaluation process,the student's performance level is judged by the student's written performance,verbal performance,actions,and products.There are many performance tasks suitable for evaluating students' core literacy in the middle school biology teaching process,including questions,experiments,group discussions,production results,surveys,small subject research,etc.Each type of tasks has its specific measurement factors.In the educational practice research of performance assessment to promote the development of students,the performance standards and performance criteria of modeling abilities were determined by literature method,and two modeling activities were selected for practical research.Taking the "cell membrane modeling activity" as the experimental case,on the basis of the pre-experiment,two different levels of schools a and b were selected,and two parallel classes taught by the same teacher were selected as subjects in each school.The experimental group students are the scorer using the performance rubric for self-evaluation in the modeling activity;the control group students did not have the self-evaluation rubric.The teachers judge the quality of the modeling results produced by the experimental group and the control group,and conducted a simultaneous test after that.The author analyzed the differences in the quality of the results between the experimental group and the control group,the differences in the results of the simultaneous test,and the objectivity of the self-evaluation results.After the experiment,the teachers and students were interviewed.Combined with quantitative and qualitative results finding that students from different levels of school use performance assessment did promote student learning.Students use the rubric conduct self-evaluation,not only do the enthusiasm and initiative of learning improve,but the rubric also provide guidance for them and clarify the direction of their efforts.However,there is no difference in the results of the simultaneous test.The author believes that there may be two reasons for this.First,the reliability of the paper-and-pencil test content is limited and does not reflect the true level of the student.Second,the change in the quality of the student's learning requires an accumulation process and can't see the learning effect.When discussing the feasibility of performance assessment for the high school biology level examination,the task types include paper and pencil test and experimental operation.The task can be improved on the basis of the original,and the paper and pencil test can be designed to have a certain amount of information,open questions for real situations and complexity,do not limit students' answers,grade students' answers into different performance levels and formulate corresponding scoring rules for evaluating students' core literacy performance;experimental operations can be designed to examinee students more complex abilities and judge students' more comprehensive scientific inquiry skills based on their quality of results.The problem of costing can be solved by computer automatic scoring technology.Therefore,it is feasible to apply performance assessment to large-scale examinations.There are still some shortcomings in this research.In the teaching practice research of performance assessment to promote student development,only the modeling ability is covered,and this is only part of the core literacy of biology discipline.The feasibility analysis of performance assessment applied to large-scale examination is still in the stage of theoretical discussion,because the large-scale examination is very policy-oriented,there is no practical research.I look forward to seeing the theoretical elaboration be useful for educators and decision-makers of education policy.