Research On The Implementation Status Of Classroom Formative Assessment For Novice Mathematics Teachers In Primary Schools

With the deepening of educational assessment reform in the new era and the continuous promotion of the concept of classroom assessment to promote learning,classroom formative assessment has become one of the necessary assessment methods to adapt to the direction of assessment reform.Then,how does such an important student assessment method unfold in teaching practice and what is its effect? This is the starting point of this study.Based on the primary school mathematics classroom,this research studies the classroom formative assessment in practice from two aspects: theoretical combing and practical investigation.Taking novice teachers as the research object,in terms of theoretical sorting,firstly,based on the existing literature research,the connotation,content and reality of classroom formative assessment are generally sorted out and their research trends are summarized.Then,it deeply analyzes the constituent elements of classroom formative assessment,and lays a theoretical foundation for the subsequent construction of classroom observation scale.In the aspect of investigation and research,taking novice teachers as the research object,three research methods are mainly adopted: questionnaire survey,classroom observation and interview,combining qualitative and quantitative research to track the implementation status of classroom formative assessment for novice teachers of primary school mathematics.Questionnaire survey mainly understands the current situation of classroom formative assessment implementation in the state of novice teacher' self-cognition;classroom observation mainly understands the current situation of novice teachers' formative assessment implementation in real classrooms;interview is used as an auxiliary method to make up for other implicit information that cannot be collected by questionnaire and classroom observation information.Secondly,compare the novice teachers' self-perception with the actual assessment practice,comprehensively analyze the current implementation of formative assessment in the classroom of novice mathematics teachers in primary schools,and find out the existing problems.The survey found that there are both positive aspects and aspects that need to be improved urgently in the current formative assessment implemented by novice teachers of mathematics in primary schools.The positive aspects mainly include: the overall improvement of assessment concept,the learning objectives are in line with the new curriculum advocacy,the methods of eliciting evidence are diverse,and the feedback is timely.The areas that need to be improved are: not paying attention to the sharing of learning objectives,unbalanced assessment content,low participation in student assessments,excessive and lack of motivational feedback,and ineffective use of assessment results.In view of the existing problems and survey results,the author attempts to analyze the factors that affect the current situation of assessment and propose corresponding improvement strategies.