Practical Research On Elementary Science Classroom Evaluation Based On "multi-component Tasks"

Classroom evaluation is the most direct tool for teachers to evaluate students.For science,an inquiry-based discipline,it is more and more important to collect students' learning evidence and give feedback more effectively in classroom evaluation.NGSS evaluation system is a set of evaluation system developed based on NGSS in the United States.The prominent feature of this evaluation system is that it contains Multiple interrelated Tasks(Tasks with Multiple Components)in the evaluation design to reflect the use of different scientific practices in the core ideas and crosscutting concepts.This paper mainly focuses on the following three aspects to carry out research: Learning the important characteristics of the NGSS evaluation system,combined with China's primary school science teaching content design evaluation content.Through the analysis,the test of "multi-component task" evaluation of the application of different abilities of students to show whether there is a promoting effect.The combination of international advanced experience for primary school science teachers to provide new inspiration,so that teachers can and good at international advanced education experience into their own teaching.This study mainly uses three methods,which are literature analysis method,experimental method and case analysis method.In the theoretical part of this study,the literature research method is adopted to discover the current progress and main achievements of the research on the evaluation of science classroom in primary schools in China,and summarize the deficiencies and deficiencies of the relevant research in China.In addition,this study interprets and analyzes the typical cases selected from the NGSS evaluation system.It is concluded that the advanced experience and limitations of the NGSS evaluation system in the United States in the design of evaluation task provide a good theoretical basis for the subsequent combination of the NGSS with the science teaching content in primary schools in China.The experimental method mainly used the control experiment method,two classes with similar qualities in all aspects were respectively set as the experimental group and the control group,and the questionnaire method was combined to carry out the pre-test and post-test for the learning effect of the two classes,and finally the analysis results were obtained.Through comparison and discussion,this study draws the following three conclusions: "Multi-component task" evaluation can effectively integrate the process evaluation into the teaching process.Compared with the traditional classroom evaluation,the "multi-component task" evaluation shows the students' ability in all aspects better and their interest in inquiry is stronger.Based on the above conclusions,this study puts forward the following Suggestions for the evaluation of science classroom and teachers' teaching practice in primary schools in China: science teachers should pay more attention to the process evaluation while paying attention to the summative evaluation.In addition,the collection and interpretation of learning evidence is also crucial for science teachers.The design and implementation of "multi-component task" evaluation is closely related to the evaluation ability of teachers themselves.Only by improving the evaluation ability of science teachers can the feedback to students be more effective.The evaluation of "multi-component task" needs further research and thinking,and more practice and experience summing up by science teachers.In addition,there are still some shortcomings in this study.For example,the design of evaluation task is mainly based on the perspective of teachers,which has high requirements on teachers' own design ability and implementation ability.