Research On The Design And Application Of Formative Evaluation For Low Level Chinese Language In Primary Schools

Current primary school language education assessment suffers from weak assessment functions,boring assessment methods and single assessment subjects,and students in the lower primary school need new educational assessment methods to change the status quo.Based on this,this study focuses on formative assessment in the lower section of primary school language,learning from existing practice cases,taking into account the learning situation,making modifications and innovations,determining the content of formative assessment,formulating the criteria for formative assessment,and practically applying and continuously improving them in classroom teaching,off-class assignments and integrated activities,in the hope of building a relatively systematic and complete formative assessment system for the lower section of primary school language.Formative assessment in lower primary school languages is an assessment carried out in the teaching process to address students’ learning behaviour and development of their abilities,which is conducive to monitoring,reflecting on and regulating the whole process of teaching and learning,so as to maintain a healthy and sustainable direction of development.Formative assessment in lower primary school languages is characterised by comprehensive assessment content,diversified assessment methods,diversified assessment subjects,personalised assessment criteria and oriented assessment results.When implementing assessment,it is necessary to follow the principles of development,process,objectivity,comprehensiveness and humanism.In conducting the research design of formative assessment in the lower section of primary school language,there are several steps: firstly,analyse the implementation environment and the implementation target to determine the feasibility of assessment implementation;secondly,clarify the content of formative assessment in the lower section of primary school language according to the language curriculum standards and the content of the teaching materials;thirdly,develop scientific,reasonable,operable and student-oriented formative assessment criteria for the lower section of primary school language;fourthly the form of formative assessment in the lower section of primary language,such as classroom observation method,homework assessment,growth portfolio assessment and activity assessment,is determined to enrich the means of assessment;fifthly,rich information on students’ learning in various aspects is collected,which is collated and analysed to provide feedback on the results of formative assessment in the lower section of primary language,helping students to adjust their learning styles and directions of efforts,and also providing teachers’ teaching with effective suggestions for improvement.This study combines teaching practice with the implementation and application of formative assessment in the lower primary school language curriculum,paying attention to students’ listening status in the classroom and choosing the right assessment methods and tools to assess students’ learning status;assessing students’ homework,enabling clear and explicit observation of students’ knowledge mastery,enabling teachers to provide timely guidance for students’ problems and helping them to grow continuously;the lower primary school Formative assessment practices in the lower primary school curriculum create a garden-like,activity-based context for children to learn about themselves and grow through self-assessment and evaluation of others,and to develop students’ core literacies through playful activities.The application of formative assessment has built a framework for the implementation of formative assessment in lower primary school languages,enhancing students’ core literacy,improving the learning efficiency of the classroom,enhancing teachers’ professional competence and strengthening cooperation between home and school.However,at the same time,there are still many problems with the application of formative assessment,and we look forward to the subsequent in-depth study.