An Investigation Of The Use Of Formative Assessment In High School Mathematics

The concept of teaching evaluation in the new era is constantly innovating,and at the same time puts forward higher requirements for teachers' practice of teaching evaluation.The General High School Mathematics Curriculum Standards(2017 Edition Revised 2020)explicitly recommends in the Assessment Recommendations section that teachers may use formative assessment on a daily basis.Therefore,it is necessary to investigate the current situation of implementing the use of formative assessment in high school mathematics.This study uses literature research method,questionnaire survey method,interview survey method and statistical analysis method.Specifying a framework for investigating the dimensions of the use of formative assessment in high school mathematics.Investigated the current status and existing problems in the use of formative assessment in high school mathematics.Suggestions for implementing the use of formative assessment in high school mathematics are presented.The main contents are as follows:First,based on the existing literature,the framework of investigation dimensions for the use of formative assessment in high school mathematics was determined by combining the relevant contents of the assessment recommendations in the General High School Mathematics Curriculum Standards(2017 Edition Revised 2020).It includes five main dimensions and several sub-dimensions: "basic understanding and attitude","evaluation content","evaluation method","evaluation feedback" and "evaluation effect".Based on the framework of the survey dimensions of the use of formative assessment in high school mathematics,a questionnaire on the current situation of the use of formative assessment in high school mathematics and an outline of teacher interviews were designed.Second,233 high school mathematics teachers in Province A were used as the respondents of the questionnaire and four front-line high school mathematics teachers in S High School,H City,Province A were interviewed and surveyed to study the current situation of using formative assessment in high school mathematics.The results of the questionnaire indicated that the overall use of formative assessment in high school mathematics was average.The five main dimensions are in descending order,"basic understanding and attitude","evaluation method","evaluation content","evaluation effect","evaluation feedback".The teaching experience,title,and frequency of participation in relevant training of high school mathematics teachers had a significant effect on the implementation of the use of formative assessment.The results of the interview survey indicate that high school mathematics teachers have a lack of basic understanding of formative assessment,lack of awareness of setting assessment goals,one-sided selection of assessment content,inflexible implementation of assessment methods,and a single form of assessment feedback.Third,based on the results of the analysis of the current status of the use of formative assessment in high school mathematics,recommendations for its use are made in terms of both teacher self-improvement and external improvement.For individual teachers,it is important to master evaluation theory,change the concept of evaluation,develop systematic evaluation goals,expand diverse evaluation content,master the methods of diversified evaluation,and use rich evaluation feedback.For schools and education departments,they should increase the training of teachers in teaching evaluation and hold teaching and research activities related to teaching evaluation.