A Case Study Of Primary Mathematics Teachers' Classroom Formative Assessment

The traditional summative assessment of de-contextualization,emphasis on screening and selection plays a dominant role in the assessment of students' academic achievements.While it may help with accountability and decision-making,it is difficult to promote learning in classroom.In order to change this situation,the public turn their attention to the classroom formative assessment to promote students'learning and improve teachers' teachingFor the purpose of understanding the current classroom formative assessment of primary school teachers in China,this study selects mathematics discipline,through the literature research,on the basis of combing classroom formative assessment elements,the existing representative classroom formative assessment structure framework and the discipline essence of the classroom formative assessment,establishes the mathematics classroom formative assessment analytical framework.The analysis framework covers the entire process of formative assessment,consisting of determining and sharing learning goals,eliciting evidence of learning,interpreting the evidence and identifying the gap,formative feedback and teaching adjustment.The links are interlinked and interact with each other.Based on the above analysis framework,this study adopts the case study method to investigate the classroom formative assessment of heterogeneous teaching of the same class of a pair of second-grade primary school mathematics expert-novice teachers.The study comprehensively uses classroom observations,video stimulating recall interview,and physical materials to collect data.Through video analysis and text analysis,the study comprehensively and deeply investigates the classroom formative assessment and characteristics of two case teachersThe study has shown that the classroom formative assessment process of novice J teacher is relatively complete but does not share learning objectives;the assessment results are unable to grasp the students'progress in mathematics learning;the assessment effect is limited support for the learning of students;the assessment orientation is based on teaching;the primary mathematics discipline essence contained in the assessment is relatively weak.The classroom formative assessment process of expert S teacher is complete,and the elements are complete,too;the assessment results fully grasp the students' progress in mathematics learning;the assessment effect is not bad,can provide students with targeted learning support,but the efficiency is low;the assessment orientation is based on the student;the assessment highlights the essence of primary school mathematics.