A Preliminary Study On The Quality Of Classroom Evaluation Of The Novice Teachers In Primary Schools

With the deepening of the basic education curriculum reform,more and more attention has been paid to the developmental role of assessment.Teachers need to re-examine and re-position the assessment activities in teaching,so that they can give timely adjustment to teachers’ teaching and students’ learning when testing students’ school performance.However,many existing studies show that many elementary and secondary school teachers,including beginning teachers,are short of basic assessment literacy.Therefore,the author believes that it is necessary to carry out research on the beginning teachers’ classroom assessment literacy.In order to find out the present status of the classroom assessment literacy of beginning teachers,the author mainly focus on four questions: “What classroom assessment literacy should the beginning teachers have at primary school?”;“What is the status quo of classroom assessment literacy for beginning teacher?”;“What are the related factors affecting the classroom assessment literacy of beginning teachers?”;and “How to improve the classroom assessment literacy of beginning teachers ?”.On the basis of the existing research and starting from the assessment idea of “promoting the development of students”,this paper tries to divide the teaching process into three parts: before class(before teaching),in class(in teaching)and after class(after teaching)in combination with the evaluation activities carried out by teachers in the course of teaching.Before class,teachers should diagnose students’ learning starting point and preparation level.In class,teachers should use formative evaluation to adjust and improve teaching in time.And after class,teachers should carefully design gradient,diversified homework.Through a detailed explanation of the assessment activities that should be carried out by the beginning teachers in these three links,the author constructs the theoretical analysis framework of the beginning teachers’ classroom assessment literacy.In order to compare the gap between the real state and the necessity state,this study conducted a classroom observation and teaching interview for the case teacher,and collected and collated the case teacher’s teaching plan,classroom PPT and classroom record.Through the investigation,the advantages and limitations of the beginning teachers in the classroom assessment are found,and their attribution analysis is carried out.The results show that the case teacher’s assessment literacy is relatively insufficient.Finally,combined with attribution analysis,this paper puts forward some feasible suggestions to improve the classroom assessment literacy of beginning teachers from the aspects of educational curriculum setting,primary school teacher qualification examination,induction training and self-learning consciousness of beginning teachers.