小学数学教师课堂形成性评价的个案研究.pdfVIP

严 书→》书 举不什了众什 ⑨什什 书 书 书之书 书予书 书书 伸 ④仿七 1 %⑥书 ⑤乎⑤什优 乐伯京 2 ⑦书 J 书京 书什书 书⑨书予京为 S 书之住书不 什书京不京 书⑨书予 书 I 严 ABSTRACT The traditional summative assessment of de-contextualization, emphasis on screening and selection plays a dominant role in the assessment of students academic achievements. While it may help with accountability and decision-making, it is difficult to promote learning in classroom. In order to change this situation, the public turn their attention to the classroom formative assessment to promote students’ learning and improve teachers’ teaching. For the purpose of understanding the current classroom formative assessment of primary school teachers in China, this study selects mathematics discipline, through the literature research, on the basis of combing classroom formative assessment elements, the existing representative classroom formative assessment structure framework and the discipline essence of the classroom formative assessment, establishes the mathematics classroom formative assessment analytical framework. The analysis framework covers the entire process of formative assessment, consisting of determining and sharing learning goals, eliciting evidence of learning, interpreting the evidence and identifying the gap, formative feedback and teaching adjustment. The links are interlinked and interact with each other. Based on the above analysis framework, this study adopts the case study method to investigate the classroom formative assessment of heterogeneous teaching of the same class of a pair of second-grade primary school mathematics expert-novice teachers. The study comprehensively uses classroom observations, video stimulating recall interview, and physical materials to coll