Study On Optimization Of Developmental Assessment Practice For Primary School Students In The New Period

According to the requirements of the education policy for the new period on the all-round development of morality,intellectuality,physical fitness,beauty,and labor,education must be combined with productive labor and social practice to cultivate socialist builders and successors who can develop morally,intellectually,physically,aesthetically,and labor in an all-round way.In order to deepen the reform of education evaluation and promote the all-round development of students,the CPC Central Committee and the State Council issued the "Overall Plan for Deepening the Reform of Education Evaluation in the New Era",pointing out that it is necessary to improve the system and mechanism of cultivating people with virtue and reverse the unscientific orientation of education evaluation.Improve the ability and level of education governance,accelerate the modernization of education,build an education power,and run education to the satisfaction of the people.With the implementation of the "double reduction" policy,in order to effectively reduce the excessive homework burden and off-campus training burden of students in the compulsory education stage,the education model received by primary school students is facing new reforms.As the people with the most development potential,primary school students carry the expectations of the country and the concerns of the society,and are the hope for the future development of our country and the nation,and they are also the beneficiaries of the national "double reduction" policy.Based on the psychological characteristics of students in the primary school stage,they have a strong sense of teacher and dependence on teachers and parents,hoping to get praise and evaluation from teachers,parents and others,and good evaluation will help them to further exert their enthusiasm and timely adjustment of thoughts and habits.The implementation of the double reduction policy provides a better guarantee for the overall development of students in terms of time and resources,and at the same time,under the requirements of "improving quality and efficiency" of double reduction,it is more necessary to scientifically implement developmental evaluation of students.In this way,we will lead the healthy development of students.Developmental evaluation implements the "people-oriented" educational concept,requires the growth of students to be viewed from the perspective of development,and takes the promotion of students’ all-round development and lifelong development as the fundamental goal,which is in line with the requirements of student development in the current new situation.In this paper,two primary schools in T City are selected as the main research objects,and the current situation of developmental evaluation of primary school students is understood through questionnaire survey method,interview method,and homework analysis method,and it is found that there are four main reasons why the developmental evaluation of primary school students cannot be effectively implemented :First,the professional quality and evaluation concept of teachers need to be updated,the second is that the school evaluation system is not yet perfect,the third is that teachers lack relevant evaluation knowledge and skills,and the fourth is that the education of education evaluation knowledge in the teacher training system is insufficient.In order to implement the national education evaluation reform policy and effectively implement the developmental evaluation of primary school students,this study proposes countermeasures from the following aspects:The first is to establish the concept of developmental evaluation;the second is that schools should establish a developmental student evaluation system;the third is to improve the professional knowledge of teachers’ developmental evaluation through training;the fourth is to participate in the evaluation of multiple subjects to ensure the objectivity of student evaluation;and the fifth is to explore the diversified evaluation standards corresponding to developmental evaluation.