Research On The Application Of Value-added Assessment In Unit Teaching

It has been more than 20 years since the new round of curriculum reform in China,and the curriculum reform has gone through substantive change,from concept dissemination to classroom transformation.As a practical exploration of classes transformation,unit teaching is an important measure to realize educational goals.However,current practice and theoretical research of unit teaching in primary and secondary schools have some problems,such as a mismatch between educational tasks and targets,and insufficient interpretation of evaluation results on students’ learning.The Overall Plan for Deepening the Reform of Educational Evaluation in the New Era proposes improving the result evaluation,strengthening process evaluation,exploring value-added assessment and enhancing comprehensive evaluation,and points out the action line of promoting the curriculum reform through the evaluation reform.The Compulsory Education Curriculum Plan issued in 2022 points out that value-added evaluation,as an innovative evaluation method,can effectively reflect the real progress of students and provide a possible path to solve problems occurred in unit teaching.Against the background,this paper tries to construct the framework of value-added assessment model in classroom based on existing theoretical research and application model of value-added assessment,and explores the application model and effect of value-added assessment through the method of unit teaching case study.This study takes high school chemistry teaching unit for example,through the questionnaire method,interview method and text analysis,depicting the application of value-added assessment in unit teaching,explores the application of value-added assessment for students,teachers and classes,then finds problems occurred in unit teaching,understands the cause of them and then puts forward suggestions.Based on the effect and implementation of value-added assessment,this paper solve the mismatching problem between educational tasks and targets;the result of value-added assessment can strengthen the explanatory statement of the teacher to students’ learning;evaluation consciousness of the teacher enhanced through application of value-added assessment.In conclusion,this study proposes the implementation of value-added assessment in unit teaching;the evaluation task to achieve detection target needs to be designed systematically;organizational forms of current teaching and research activities hinder the implementation of value-added assessment,so the implementation of value-added assessment should be effectively promoted by teaching and research group.