Research On Assessment Behavior Of Biology Teachers In Senior High School

Assessment is an indispensable key link in classroom teaching.Classroom assessment is closely related to the teaching of teachers and the learning of students,and the three parts with each other to form an organic whole for common development.In recent years,under the joint promotion of basic education reform,professional standards for middle school teachers,and high school biology curriculum standards,the importance of classroom assessment has gradually attracted attention from researchers and frontline teachers.However,this question is still unclear as to what the status quo of classroom assessment behavior of front-line teachers in their teaching practice is and why this is the case.Therefore,this research takes this as a starting point.After reviewing the research results of classroom assessment at home and abroad,this study further clarified the related concepts of teacher classroom assessment behavior.Nine high school biology teachers were selected as the research objects,and their teaching videos were observed in class.Taking the ARFT classroom observation tool proposed by Cui Lin of Shaanxi Normal University as a prototype,it was adapted to form an observation tool suitable for high school biology classrooms.The text transcripts of the teaching videos were coded one by one with the adapted ARFT classroom observation tool and statistically analyzed.Based on the data results,the classroom videos and text transcripts are further analyzed in teaching slices,and the current situation of high school biology teachers’ classroom assessment behavior is fully presented.Based on the above research,it is found that the classroom assessment behaviors of biology teachers in M middle school in C city are both worthy of recognition and obvious shortcomings,and there is more room for development.What is worthy of recognition is that teachers generally have a higher frequency of assessment in the classroom,and show a higher degree of attention to classroom assessment.Teachers pay attention to all students in the assessment,which is fair and comprehensive,and teachers use descriptive verbal feedback when giving feedback.Mainly,and students’participation in classroom assessment is also high,and their performance is positive.The shortcomings are:from the subject of assessment,the teacher is in the absolute dominant position of classroom assessment;from the assessment goal,the assessment carried out by the teacher is more inclined to examine the shallow learning of the students;from the assessment tool,the teacher is too verbal Assessment;in terms of assessment difficulty,teachers cannot accurately grasp the difficulty of assessment;in terms of assessment objects,teachers generally ignore individual assessment and group assessment;in terms of assessment language,the language used by teachers in carrying out assessment lacks accuracy and Orientation;in terms of assessment information,teachers are relatively superficial in analyzing the assessment information obtained;in terms of assessment feedback,teachers do not pay much attention to feedback,mainly verbal feedback,and less non-verbal feedback behavior.Relatively vague and single,and teacher feedback ignores students’ emotional experience;from the perspective of the connection between assessment and teaching,the connection between classroom assessment and teaching implemented by teachers is relatively weak,and classroom assessment is still separated from teaching most of the time.Direct teaching-assessment is the focus,and the effect of promoting assessment needs to be improved.In addition,this study uses teacher interviews to discuss the attribution of existing problems in the classroom assessment behavior of biology teachers in M middle school in C city,mainly from the two aspects of teachers’ assessment concepts and professional qualities.Teachers’ outdated assessment concepts,lack of assessment knowledge,language skills need to be improved,lack of teaching design ability,and insufficient adaptability are the reasons.Finally,based on the previous research and the current education situation,relevant suggestions are put forward from both the teachers themselves and teacher training,in order to help improve the classroom assessment behavior of high school biology teachers.