Research On Performance Assessment Oriented By The Cultivation Of Geography Key Competence

As China gets into the eighth curriculum deepening reform stage,the call for establishing an academic quality evaluation method which is suitable for the development of students' key competences has become increasingly highlighted.However,there are relatively obvious "gaps" between China's current evaluation status and the orientation of key competences.In order to reduce these "gaps",The New Curriculum Standards of Senior Geography(2017 edition)have proposed to utilize Performance Assessment in daily teaching more often.Compared with international level,currently China,research on Performance Assessment needs to be enriched in theoretical system,and return on students practically.Hence,this paper,based on reviewing previous research achievements,raises four questions:how to improve the theoretical system of performance evaluation of geography,how to design the rubrics,how to implement them in different geographic teaching fields,and what are the daily teaching and evaluation strategies?In order to answer the above questions,this paper,based on theoretical discussion,constructs the three-dimensional analytical framework of geography performance,and constructs an universal geographic performance evaluation tool including different types and different levels with the methods of Product Analysis and Delphi through three stages.And then we implement assessment in two geography teaching situations:classes and practical activities by methods of field observation,rank-evaluated and case study,combining quantitative and qualitative methods to depict students'performance deeply and reflect the teaching and learning.Finally some strategies and expectations for later researches are proposed.This paper may have the following value advances:enriches an analytical framework for Geography Performance Assessment,provides universal practical paths to implement Geography Performance Assessment and provides reflections on practice.Main conclusions of this paper are the following five parts:First part is theoretical achievements.Based on the Modern Evaluation Theory,Multiple Intelligence Theory and Geography Curriculum and Teaching Theory,this paper constructs the ternary analytical framework of geography performance,namely a structure which represents the students' learning status,the level of learning and most essential is the significance of competence cultivation.This research addresses that performance are in accord with key competence,which implicates the features of competence orientation,level progressions,development evaluation and teaching promotion.Second part is assessment tools achievements.Stage one,this paper,based on three-dimensional analytical structure of geography performance,optimizes the theoretical system of geography performance.It can be divided into symbolic learning performance,observational learning performance,operational learning performance and communicative learning performance,from the meaningful perspective of geography features and the concept of "Learning Determines Teaching",which is considerably scientific.Stage two,based on geography academic quality standards,performance hierarchy standards of geography key competences are constructed.Stage three,after the previewing and consultation,assessment tool was built up,namely different levels of qualification and selection,as well as different types of general classroom,geographic fields surveys and social investigations.In the revision process,SPSS and other statistical software are used to evaluate and verify the reliability.Third part is implementing assessment in geography classroom field.It uses hot diagrams to reflect the teaching and learning effects by qualitative and quantitative analysis.Generally,it is found that the proportion of geographic operational performance is inferior,the overall level is "achieved",while the level of regional cognition competence is low and comprehensive thinking competence is most performed.Forth part is implementing assessment in geographic practice activity field,taking the example of First High School affiliated to Center China Normal University.From assessment design to implement and then to to reflect,it shows the reverse assessment design.Finally we find that it is not always better to have more performance forms.Fifth,three theoretical perspectives and five strategies of Performance Assessment are proposed according to the whole paper in order to reflect the theory proposed above.Also,the corresponding teaching strategies for promoting the cultivation of Geography key competences are proposed.Meanwhile,we analyze deficiencies of this paper and raise new expectations for later researches.