Research On Performance Evaluation Of High School Physics Experiment Teaching

Physics is an experiment-based science,and physics experiments are a major and integral part of physics teaching and learning activities in senior secondary schools.Physics experiments are activities that carry out the discovery and interpretation of physical knowledge and practical creation.through teaching physics experiments,students can realise the cultivation of their investigative skills and innovative consciousness,and thus realise their core literacy in the subject of physics.the motivational and diagnostic functions regarding assessment advocated in the 2017 edition of the General High School Physics Curriculum Standards reflect that the assessment of physics experimental teaching is required to be authentic and to be guided by the physics subject core literacy.However,in the current analysis of the current situation of the assessment of physics laboratory teaching in high schools,most schools and teachers are relatively single-minded in their assessment methods and place much more emphasis on the knowledge of physics experiments than on the process of physics experiments,thus also making it difficult to develop students’ abilities in observation,experimental manipulation,experimental investigation,analysis of data,and cooperative communication.This study proposes to apply expressive assessment to the teaching of physics experiments in high school,thus enabling the assessment of students before,during and after the experiments.The performance assessment of physics experiments is based on the physics curriculum standards,and the performance tasks are formulated in advance based on the assessment objectives to stimulate students’ internal constructs.Students can then regulate their performance and behaviour according to the marking rules,and in turn learn from their strengths to complement their weaknesses and gain development of their experimental skills.Therefore,this study aims to provide reference for high school physics teachers to apply performance assessment in experimental teaching by studying the application of performance assessment in high school physics experiments.Based on a review of the current status of research on expressive assessment at home and abroad,the current problems regarding expressive assessment in China are summarised and analysed,i.e.the lack of a complete set of marking rules with universal application for specific subjects in actual teaching,and the lack of a systematic implementation procedure for expressive assessment.Therefore,based on the above problems,this study will define the concept of expressive assessment in physics laboratory teaching based on constructivism,multiple intelligence theory and situated cognition theory,and put forward various suggestions for applying expressive assessment in high school physics laboratory teaching.Then,by investigating the current application of expressive assessment in high school physics laboratory teaching and the influencing factors through the questionnaire method,it is found that the reasons for the current infrequent application of expressive assessment in laboratory teaching lie in some reasons such as teaching tasks,class size and unclear evaluation criteria,and also provides insights into the design of expressive assessment in physics laboratory teaching,i.e.the completeness of evaluation content,the The reasons for the lack of clarity in teaching tasks,class size and assessment criteria also provide insights into the design of expressive assessment in physics laboratory teaching,namely the integrity of the assessment content,the authenticity of the assessment tasks,the clarity of the assessment criteria and the diversity of the assessment subjects.The design of expressive assessment in physics laboratory teaching should be integrated with the physics curriculum standards,with the assessment objectives determined by the teaching objectives,followed by the development of expressive tasks that can stimulate students’ internal mental constructs,the selection and development of expressive assessment tools based on the expressive assessment objectives and expressive tasks,the development of scoring rules,and the provision of a set of PTA for high school physics experimental investigation skills based on expressive assessment.scales,thus designing experimental teaching activities based on expressive assessment.In order to demonstrate whether the application of expressive assessment to high school physics laboratory teaching is feasible and effective,this study was followed by a semester-long teaching practice activity.Firstly,two classes in a secondary school in Jinan,Shandong Province were selected as the experimental class and the control class respectively;secondly,the experimental class students were taught physics experiments using the expressive assessment approach and the control class students were taught using the conventional approach;thirdly,students in both classes were surveyed on their learning of physics experiments before and after the teaching practice,while post-class interviews were conducted with students in both classes after the teaching practice to understand students’ changes in students’ attitudes and interests in physics experiments,formulation of conjectures and hypotheses,design of experiments,experimental operations,collection and processing of experimental data,analysis and generalization of experimental conclusions,and ability of communication and cooperation,etc.It was concluded that it is feasible and effective to apply performance assessment in teaching physics experiments in high school,and also to apply performance assessment on students’ interests and attitudes when learning physics,ability of experimental operations,ability of experimental investigation,ability of it is concluded that the application of expressive assessment has a positive effect on students’ interest and attitude in learning physics,their ability to operate experiments,their ability to conduct experimental investigations,their ability to communicate and cooperate,and their performance in physics experiments.Due to the time constraints of this study and the limitations of the research subjects and the researcher’s own abilities,there are still shortcomings in this study,so there is room for further development of future research on the application of expressive assessment in high school physics experimental teaching.