Study On The Current Situation And Optimization Strategy Of The Evaluation Of Assessment For Learning In High School Physics Teaching

From 1960 s to 1980 s,the western education circles set off a wave of academic evaluation.Western educators have improved the traditional assessment of learning into "assessment for learning".So far,the assessment for learning has been paid attention by scholars all over the world.The assessment for learning is the evaluation of learning itself.It is the internal evaluation activity of students’ learning by teachers and students participating in the evaluation process,collecting and explaining learning evidence,and then providing feedback based on learning evidence for students.This thesis summarizes the four core elements of learning evaluation,including clear and shared learning objectives,collection of learning evidence,explanation of learning evidence,and evidence-based feedback.This thesis puts forward that the evaluation of promoting learning is based on learning evidence,giving students appropriate feedback after reasonably explaining the learning evidence,and taking into account the learning objectives and learning process.On this basis,a questionnaire survey was compiled for senior high school physics teachers,and SPSS statistical software was used to analyze the survey data.Combined with classroom observation,it was found that the current senior high school physics teachers had some problems in the evaluation of using learning promotion,such as improper establishment of physics learning objectives,incomplete collection of physics learning evidence,insufficient explanation of the collected evidence,lack of knowledge and so on Feedback can not effectively promote physics learning.Combined with the actual situation,it is found that the main reasons for these problems are physics teachers’ weak evaluation consciousness of promoting learning,lack of evaluation ability of promoting learning,and lack of evaluation motivation of promoting learning.Finally,in view of the existing problems and reasons,this thesis puts forward four optimization strategies to promote learning in high school physics teaching: Taking physics learning objectives as the guidance to achieve physics evaluation objectives;Based on the evidence of students’ physics learning,as the basis of evaluation;The evaluation process should be optimized with explanatory learning evidence as the main body;To enrich the effective feedback as a means to promote students’ learning.