Research On The Performance Assessment Of Junior High School Students' Geographic Practice Ability

Geography practice ability is one of the key competencies of geography science,which plays an important role in geography teaching.At present,the research on the ability of geography is mainly focused on the cultivation aspect,while there is less research in evaluation.With the further development of the new curriculum concept and evaluation reform,the expressive evaluation has been popularized and applied by more and more educators.Expressive evaluation is an evaluation method that takes into account the learning process and learning results.Geographical practice ability includes both the knowledge and skills acquired in geographical practice activities and the will quality and ability to act shown in geographical practice activities.Therefore,expressive evaluation is an evaluation method suitable for examining students' geographical practical ability.Through the study of the expressive evaluation of geographical practice ability,it is helpful to guarantee and implement the development of the practical ability of geography,to cultivate students' corresponding necessary character and key ability,and then to enhance the students' geographical practice ability.This paper first introduces the development and design of expressive evaluation in geographical practice ability,which is carried out from three aspects.The first aspect is about the design concept of expressive evaluation in geography practice activities,including the emphasis on evaluating students' geographical practice ability,connecting geographical practice activities with evaluation and promoting the integration of teaching,learning and evaluation.The second aspect is the design steps of expressive evaluation in geographical practice ability,including the determination of expressive tasks,the design of expressive tasks and the construction of scoring rules.This paper focuses on the construction of scoring rules,including the structure,classification and the establishment of scoring rules.In formulating scoring rules,on the basis of referring to scholars and consultants,the evaluation elements of junior high school students' geographic practical ability are divided.Geographic practice ability is divided into two first-level elements and three second-level elements.The first-level elements are action ability and will quality,and the second-level elements are action knowledge,action will,action motivation and interest,cooperation,tenacity and consciousness.The third aspect is the implementation of expressive evaluation in geographical practice activities,what should be done in order to better achieve evaluation.Then,taking the schoolyard map drawing of junior high school students as an example,this paper introduces the concrete implementation of the performance assessment,which is divided into two parts,such as the design and evaluation of the outdoor measurement stage and the design and assessment of the indoor drawing stage.All two parts are from three aspects: the design of the geographical practice programme,the completion of the preparatory activities;the implementation and reflection of performance assessment in activities,combined with scoring rules,teachers observe and record students' performance in activities,give students feedback in time,improve scoring rules and inadequacies in activities through reflective evaluation,and then improve the evaluation level.Students evaluate their performance according to the scoring rules,and feedback the evaluation information to teachers in time.Through the evaluation of this geography practice activity,teachers and students who are involved in practice have a certain understanding of the performance assessment.However,the evaluation of geographical practice is still in the exploration stage.In order to better use the performance assessment to evaluate the geographical practice ability,the following suggestions are put forward:(1)to construct detailed and feasible scoring rules;(2)to strengthen the evaluation literacy of evaluation subjects;(3)schools should encourage teachers to conduct evaluations;(4)focus on integration with other evaluations.