An Operational Paradigm Study Of Value-added Instructional Assessment In Primary Schools

At present,the unscientific baton of instructional assessment seriously hinders students’ development and makes them suffer from the "five only" since primary school.Value-added assessment shifts the focus of assessment from learning achievement to learning value-added,which can help students see their progress,cultivate their motivation,and promote their active learning.However,the current implementation of value-added instructional assessment is limited and lacks a scientific operational paradigm to guide it.Value-added instructional assessment is a process in which teachers,students,parents,and schools make individualized measurements and judgments about the quality of students’ value-added in their learning process based on their value-added performance for the sake of their overall development,and it has stage characteristics,difference characteristics,normative characteristics,and specific characteristics.Guided by the concepts of guiding students to learn,promoting students’ overall development,promoting students’ ideal development,and promoting the effective cycle of "teaching-learning-assessment",this paper investigates the current situation of implementing value-added instructional assessment in several primary schools in Inner Mongolia by using questionnaires,interviews,and classroom observation methods.However,there are still problems such as teachers’ low expectations of students’ value-added,teachers’ and students’ lack of management of valueadded goals,teachers’ single way of understanding students’ value-added,simple process of value-added instructional assessment,and inconspicuous feedback effect of value-added instructional assessment.To address the problems and causes of value-added instructional assessment in primary schools,this paper constructs and elaborates on the operational paradigm of value-added instructional assessment in primary schools.First,it should be guided by scientific concepts and follow the principles of trust,planning,evidence-based,differentiation,and development.Second,it is necessary to deeply understand the internal structure of value-added instructional assessment in primary school.From the perspective of the assessment subject,it has a four-in-one structure of teachers,students,parents,and schools,and from the perspective of the assessment process,it consists of three aspects: value-added goal management,activity design of value-added instructional assessment,and feedback of value-added instructional assessment.In the specific operation paradigm,teachers should guide students to learn with structured assessment ideas,manage students’ value-added goals precisely and individually,design rich value-added instructional assessment activities based on the system of value-added goals to explore students’ value-added potential,and provide objective and warm feedback on students’ valueadded situation;students should learn to manage their value-added on the basis of self-value-added instructional assessment,managing their valueadded goals,recording their value-added performance,and generating their value-added reports;parents should not only establish the correct concept of value-added assessment,but also learn to record their children’s valueadded performance and generate value-added files so as to guide their children to continuously add value;schools should manage their valueadded goals from a macro perspective,support and guide value-added assessment,and monitor and feedback the effectiveness of value-added assessment.This paper argues that the operational paradigm of valueadded instructional assessment in primary school guided by scientific concepts can provide educators with theoretical support and methodological guidance for teaching.