Research On The Present Situation And Improvement Of Formative Assessment In High School Physics Classroom

Through academic research on core competencies and values for Chinese student development,in January 2018,the Ministry of Education of China officially issued the revised Standards for General Senior High School Physics Curriculum(2017 Edition).Regarding the high school physics classroom assessment,the new curriculum standards clearly states that "the assessment of high school physics learning is based on the development of students and is based on the core competencies and values of physics subjects.The main purpose is to promote student learning and improve teacher teaching." Middle school education in China is mainly completed in the classroom,so classroom assessment is the core of assessment reform.Because the summative assessment no longer meets the requirements of the new curriculum standards,how to better carry out the high school physics classroom assessment to promote student learning and improve teacher teaching has become an urgent issue.With the transformation of the international education assessment paradigm,formative assessment has gradually attracted academic attention.Relevant foreign studies have confirmed that the use of formative assessment in the classroom teaching process is not only helpful for teachers to grasp the learning situation of students,provide timely guidance,promote student learning,but also help teachers gradually improve their teaching ability.However,at present,there is very little related literature about the formative assessment of physics classrooms in China.In view of this,this study takes literature analysis,interview survey and questionnaire survey as the main research methods.First of all,it starts from analyzing and sorting out the concept,core elements and implementation methods of formative assessment.Then,it carries out a survey on the present situation of formative assessment of high school physics classroom from two perspectives of teachers and students,and sort out the requirements of the new curriculum standards for physics classroom assessment.Finally,it gradually reveals the gaps between the present situation and the requirements of the new curriculum standards on physics classroom assessment,and proposes corresponding countermeasures.The gaps between the present situation of formative assessment in high school physics classroom and the requirements of the new curriculum standards for physics classroom assessment is summarized as follows: first of all,students' understanding of learning goals is not satisfactory.Secondly,students' participation in classroom evaluation is not high.Thirdly,the assessment subject is solidified and the assessment method is single.Fourthly,the feedback cannot simultaneously consider the timeliness,specificity,and guidance.Based on the above four gaps,suggestions for improvement are made from the two levels of school and teacher.