A Study On The Improvement Of End-of-term Non-pen And Paper Evaluation In Mathematics For Junior Students In Primary School

The reform of basic education examination and evaluation is an educational task with a long way to go.China is striving to explore and gradually establish a basic education examination and evaluation system with Chinese characteristics and in line with the development requirements of quality education and core literacy education.In order to fully implement the double reduction policy and comply with the requirement of "canceling the paper-and-pencil examination in the first and second grade of primary school",the non-paper-and-pencil assessment that conforms to the physical and mental characteristics of the students in the lower grades of primary school has become the main way of the final assessment of the students in the lower grades of primary school.Non-paper-and-pencil assessment is a kind of performance evaluation to observe students’ ability to solve practical problems by using knowledge and experience in the real situation task solving,which can promote the "integration of teaching,learning and evaluation" and speed up the pace of examination evaluation reform.Mathematics non-paper and pencil assessment is mainly used to test the achievement and development of students’ comprehensive literacy(including students’ development core literacy and mathematics subject core literacy).This study mainly focuses on the following questions: Under the background that the practice of non-paper-and-pencil assessment in the lower section of primary school is still immature,what aspects need to be improved? How to improve the non-paper and pencil assessment of the end of the primary school math in the direction of core literacy?First of all,through reading the relevant literature and a large number of programs of non-paper and pencil assessment,the characteristics and value of non-paper-and-pencil assessment at the end of the lower section of primary school are clarified.First,the paper explores the characteristics of non-paper-and-pencil assessment at the end of the lower section of primary school: multi-dimensional assessment objectives,project-based assessment content,context-based assessment process,diversified assessment forms and graded assessment results.Second,I found the value of non-paper-and-pencil assessment at the end of the lower section of primary school: it accords with students’ physical and mental characteristics and increases their interest in learning;It helps to create a relaxed atmosphere and reduce exam pressure;It integrates disciplines through one theme and promotes all-round development;It can optimize educational evaluation and promote examination reform.Secondly,this paper investigates the current situation of non-paper and pencil assessment in the end of the primary school mathematics.Using interview method and observation method,this paper reveals the existing problems in the non-paper-and-pencil assessment at the end of the primary school math period and analyzes the causes.The existing problems are mainly reflected in: the quality orientation of the evaluation goal is not strong;The examination content of the evaluation items is single;The form of assessment is monotonous;In the assessment quality,there is formalism;In the way of evaluation,accurate evaluation is insufficient.The reasons for these problems are as follows: first,the mechanism is not mature enough and the teachers are not experienced enough;Second,the shortage of teachers,professional ability is limited;Third,the collaborative education system is not fully used to help the final assessment;Fourth,the teacher’s understanding is not comprehensive,there is "coping" psychology;Fifth,the information technology is not fully used to help students personalized development.Thirdly,according to the investigation results,combined with the requirements of compulsory education curriculum standards and examination evaluation reform,based on the existing problems and analysis of the reasons,the corresponding improvement strategies are proposed.First,build an evaluation system to realize resource sharing.Second,strengthen teacher training and improve assessment quality.Third,promote comprehensive evaluation and realize multi-dimensional evaluation.Fourth,pay attention to the evaluation design to ensure the evaluation effect.Fifth,based on the core quality,optimize the practice path.Sixth,pay attention to effective evaluation and improve the application of results.Finally,based on the proposed improvement strategy,the spirit of curriculum standards and the requirements of policy documents,the non-paper-and-pencil assessment scheme for the end of the low grade mathematics in primary schools is designed and applied in a reverse direction,reflecting on and testing its shortcomings,and providing practical reference for primary school front-line mathematics teachers to improve and perfect the non-paper-and-pencil assessment of mathematics subjects.