Classification of student evaluation

First, targeted evaluation of declarative knowledge acquisition department

Declarative knowledge mainly explains what things are, why and how, and is the knowledge about things and their relationships that individuals can consciously recall.

For example, historical facts, mathematical principles, opinions and beliefs all belong to the category of declarative knowledge. Traditional paper-and-pencil test methods are generally used to test students' declarative knowledge, including fill-in-the-blank questions, true-false questions, multiple-choice questions, paired questions, short-answer questions, analytical questions and explanatory texts. The first four categories belong to more objective test questions, and the last three categories belong to more subjective test questions.

In addition to the traditional paper-and-pencil test, teachers can also use oral communicative evaluation to test students' understanding and mastery of declarative knowledge.

(A) the traditional paper-and-pencil test

1. objective test questions

Objective test questions generally include: fill-in-the-blank questions, true-false questions, multiple-choice questions and paired questions. Its main advantages are:

It is more suitable to examine students' mastery of factual knowledge, but it can also be used to evaluate students' advanced thinking ability if it is well involved. For example, some test questions first provide students with a short essay, a data sheet or a cartoon, and then ask students to answer questions according to the provided materials and make a choice among the specified options;

The sampling range of test questions is large, which can accommodate a large number of evaluation contents, and students can complete a large number of evaluation questions in a short time; Scoring saves time and effort and is more objective; Test paper compilers completely control the stem and multiple-choice questions, so the influence on students' writing ability can be controlled.

Its disadvantage is that it takes more time to compile the test questions, so students can guess the questions.

The compilation of objective test questions should generally follow the following requirements:

Don't use obscure language in the exam instructions; Don't use ambiguous sentences in the title;

Don't use uncommon words or complicated sentence patterns in the topic;

Don't inadvertently give students clues to the correct answer. For example, the statement of correct items is usually longer than the statement of wrong options, and words such as "never" or "always" are used in the statement of true and false questions;

Don't examine two concepts in the same topic, one topic should revolve around one concept;

Use less negative sentences in the statement of judgment questions and try not to use double negation;

In multiple-choice questions, the content should be put in the stem as far as possible, and the options should be concise; In multiple-choice questions, we should randomly arrange the positions where the correct answers appear;

Don't use the option "All the above options are correct", you can use the option "None of the above are correct" to increase the difficulty of the topic.

The writing requirements of matching questions (composed of instructions, preconditions and reaction items) usually include: each column of matching questions should be composed of homogeneous items; There are more reaction items than preconditions; Explain the matching requirements and the number of times each reaction item can be used; All prerequisites and responses should be on the same page, and so on.

2. Subjective test questions

The so-called subjective test question type does not mean that this question type is completely subjective and random, and there is no relatively correct standard, but that in this question type, students can freely construct answers to questions, and they have ample opportunities to express their thoughts, opinions and feelings. Moreover, there may be more than one answer to the question, and students have a certain space and room for free play.

Subjective questions are usually short answers, analysis questions and discussion questions, and their advantages mainly include:

It is more suitable for examining and evaluating students' advanced thinking ability, such as thinking organization ability, logical expression ability, ability to maintain their own positions and opinions, and ability to integrate opinions. Students can play freely and show their unique understanding; The writing of test questions is relatively easy; It reduces the chances for students to guess the correct answer.

Its shortcomings are mainly:

There are few teaching topics involved in the examination, and the number of test questions is limited; Marking and grading is time-consuming; Grading is subjective, so it is difficult for teachers to make a stable and reliable grade for students' answers. The teacher's score for each answer may be influenced by variables such as the teacher's mood at that time, the students' previous grades, and the order of marking papers.

(2) Exchange evaluation

By talking with students, teachers can get a lot of useful information about students' learning. We seldom regard interpersonal communication as an "evaluation", but it is actually an evaluation method. For example, in classroom teaching, the "classroom question and answer method" often used by teachers is a typical communicative evaluation.

Its specific practice is:

In the process of teaching, teachers ask questions and let students answer them. Teachers judge students' answers according to internal standards, then infer students' mastery of knowledge and adjust the teaching process. Effective classroom answers must comply with the following requirements:

Ask questions according to important teaching objectives; Ask questions clearly, concisely and directly; Ask not only those students who ask for answers voluntarily, but also those who don't raise their hands; Teachers' questions should be evenly distributed between students with good grades and students with poor grades, boys and girls, front row students and back row students;

After asking a question, wait patiently for the students to answer; Praise correct or high-quality answers. For incorrect or incomplete answers, teachers should use continuous questions to explore students' answers, help students improve their answers, or find out the reasons for incorrect answers. Respect and encourage all schools, regardless of whether their answers are complete, correct or reasonable.

In addition to using the method of classroom question and answer, teachers can also directly or indirectly evaluate students' learning and understanding through classroom discussion. Students participate in class discussions, and what they say can provide a lot of information about their academic achievements and personal feelings.

In the discussion, teachers listen to students' speeches, observe students' reactions and evaluate students' learning and understanding. In addition, what people often call "oral test" (or oral test) is also an effective communication evaluation. In the oral test, the teacher sets and puts forward some questions for students to think about and give oral answers.

Then, teachers listen carefully and understand students' answers, and make flexible responses to students' answers (such as asking questions and exploring). ), so as to infer students' understanding and mastery of relevant knowledge.

The outstanding advantage of communicative evaluation is that it is more natural and hidden than other types of evaluation, and it can organically combine evaluation with teaching.

For example, in class, teachers find problems by asking questions and immediately correct students' wrong concepts or flawed reasoning, thus effectively combining "evaluation" with "teaching".

In addition, in interpersonal communication, teachers can constantly ask questions that they want to know most, or ask further questions according to students' answers, so as to deeply reveal students' thinking process and detect students' thoughts and thoughts, which is beyond the reach of other evaluation methods.

In order to achieve the expected effect, communicative evaluation must meet certain conditions. First of all, both sides of traffic must have the same language and cultural background, which is the basic premise of interactive communication. Secondly, teachers should devote themselves to creating an evaluation environment for students' psychological safety.

Only by making students feel that they are in a safe and trusted learning environment can they really express their ideas and opinions in the conversation, and only in this way can teachers get valuable evaluation information. Thirdly, in communication, teachers' questions must reflect important academic goals and be representative, otherwise the evaluation will be invalid because of sampling errors.

Second, the evaluation of procedural knowledge acquisition

(A) the concept of procedural knowledge

Procedural knowledge is knowledge about "how to do it" or knowledge about the behavior or operation steps of completing a task. Sometimes, people call this knowledge practical knowledge.

Procedural knowledge is often embedded in specific practical situations and manifested through individual external behavior. Therefore, people often refer to "procedural knowledge" as inferring what someone has according to what someone is going to do.

There are different types and forms of procedural knowledge. Usually, all kinds of operation steps and practical skills that people say belong to the category of procedural knowledge.

In addition, all kinds of "strategic knowledge" (such as learning strategies and problem-solving strategies) belong to the category of procedural knowledge. Strategic knowledge is about "how to learn", "how to think" and "how to solve problems". It is the knowledge to adjust people's attention, memory and thinking ability, and it is the knowledge to control people's learning and cognitive process.

(2) Performance evaluation

How to evaluate students' acquisition and mastery of procedural knowledge? The common method is to observe the specific behavior of students actually engaged in an activity or completing a task, and then evaluate students' learning according to the pre-agreed performance standards.

The fundamental purpose of performance evaluation is to examine students' ability to translate knowledge and understanding into practical actions. Just because students can recite the classroom rules does not mean that they can implement the classroom rules in the classroom environment; Students can write a series of operation steps to ensure the safety of the experiment, but this does not mean that they can really demonstrate this operation skill in a specific environment.

Performance evaluation has been widely used in the following fields:

Communication skills (such as writing, reading, speaking, debating, etc. ), operating skills (such as holding a pen, assembling instruments, using scissors, dissecting frogs, typing, etc. ), sports skills (such as free throws, breaststroke, hurdles, etc. ), concept display (such as building and developing circuits and closed circuits, identifying unknown chemicals, summarizing experimental data, etc. ), as well as social and emotional skills (such as *)

The biggest advantage of performance evaluation is that it can detect students' mastery of procedural knowledge (that is, practical skills) in real situations.

Cognitive psychology research holds that all cognitive tasks need two kinds of knowledge, namely declarative knowledge and procedural knowledge. Some types of procedural knowledge (such as writing with others, giving speeches, discussing with Cai Yu, playing musical instruments, performing drama, dancing, showing motor skills, operating experiments, installing equipment and using computers, etc.). ) it is difficult to evaluate by traditional paper-and-pencil test, and it can only be detected by performance evaluation.

However, performance evaluation also has its shortcomings. Designing performance evaluation tasks and formulating the grading standards (or scales) of students' behavior performance will consume a lot of teachers' time in the actual grading process.

Third, the evaluation of students' emotional development

(A) the importance of evaluating students' emotional development

In a sense, the development of students' emotions, attitudes and values is more important than the development of cognition. Although many people are not "geniuses" intellectually, they have achieved great success because of their strong motivation, persistence and diligence. On the contrary, some people are very capable and smart, but they dare not meet the challenge because of lack of self-confidence, interest or persistence, and eventually fall into mediocrity.

Emotional attitude is not only an important goal of education and teaching, but also an important variable that affects the teaching effect. Therefore, teaching must pay attention to and evaluate students' emotional situation. But in reality, few teachers realize the importance of cultivating students' emotions and attitudes, let alone evaluating students' emotional state.

Generally speaking, the evaluation of students' emotional development involves the following evaluation dimensions:

(1) Students' attitude towards the subject. After teaching, students' attitude towards the subjects taught by teachers should be more positive than at the beginning of teaching. At least, at the end of teaching, students should stop reporting negative attitudes towards this subject.

(2) Students' learning attitude. A good school education should make students love learning, feel and experience the happiness of discovery, exploration and creation, and experience the pleasure brought by knowledge itself, rather than hating learning or avoiding learning.

(3) Attitude towards self. Good school education should guide students' self-esteem, self-confidence, self-reliance and self-improvement and form a correct self-concept.

(4) Attitude towards others. Students should get along well with students from other races, countries or religious groups in the class, learn from each other and make progress.

(B) Collect information about the evaluation of students' emotional state.

1. Questionnaire survey

The commonly used questionnaire survey method is Likert self-report scale. When using Lickert self-rating scale, students must be asked to answer questions anonymously. When completing the emotional self-rating scale, many students will respond according to the teacher's expectation, especially when they think that the teacher will follow their response, they will be more inclined to make a "social identity response".

In addition, the questionnaire should not be too long, which will cause students fatigue and boredom; And the questions in the questionnaire can't "induce" students to make the answers you want. However, Likert self-report scale is not the only way to evaluate students' emotional tendency. For example, the discipline sorting method is simple and useful.

2. Anecdote recording method

Daily observation can provide teachers with a lot of useful information about students' emotional state, and the common method of recording daily observation information is anecdote recording. This method refers to the teacher's observation, which he thinks is particularly important or meaningful, about the educational events or fragments of students, recorded in short words.

A good anecdote record should keep an objective description of the facts, not explain the meaning of students' behavior.

The biggest advantage of anecdote recording method is that it can describe the real behavior in natural situations. Anecdotal records not only describe students' typical behaviors, but also help to collect students' individual but very important behaviors. The disadvantage of anecdote recording method is that it takes a long time to complete a systematic observation record.

In addition, it is difficult to observe and record students' behavior objectively through anecdote records, and teachers' observation may be influenced by stereotypes associated with gender and race. Students behave differently at different times and situations, so it is difficult to obtain enough representative behavior samples.

3. Peer nomination method

In leadership, caring for others and cooperative learning, students often know a student's strengths and weaknesses better than teachers. As an external observer, it is difficult for teachers to observe the personal interaction between students and peers.

Therefore, in some aspects, it is more effective to adopt peer nomination method (also known as peer evaluation method). The specific practice of peer nomination method is to present students with a series of short behavior descriptions and ask them to write down the names of the students who are most suitable for each description.

4. Individual interview method

Face-to-face, one-on-one individual interview, as a way of self-reporting, has the following advantages: first, it is flexible, and the interviewer can ask questions and clarify questions; It can provide the interviewee with an opportunity to explain or expand the problem.

Secondly, the interviewer can observe the interviewees and pay attention to the feelings related to their answers, the topics they seem to be avoiding, and the topics or fields they are most interested in.

Finally, interviews can not only collect information from the interviewees, but also share some information with them.

Although individual interviews have always been an ideal way to obtain students' self-reported information. However, personal interviews are very time-consuming, and the information obtained in this way is often irregular. The premise of effective use of personal interviews is that individuals are not only willing, but also able to report accurately.

(3) Write comments on comprehensive evaluation information.

Learning usually adopts the method of "qualitative evaluation", that is, teachers write "comments on semester conduct" to students.

This kind of evaluation is generally based on the usual observation and understanding of students and the requirements of all-round development of morality, intelligence, physique and beauty, and comprehensively evaluates the actual performance of students in a certain period of time. Although this evaluation also includes academic evaluation, the focus is mainly on students' emotions, attitudes and conduct.

The overall guiding ideology of writing "semester conduct comments" for students is to help students know themselves better, rather than simply putting a label on students to tell them whether it is good or bad. His request is:

1. Based on facts. This is the basic premise for teachers to write a good term review, and teachers need to observe and record students' behavior at any time. Through home visits, individual heart-to-heart talks, and listening to the reactions of teachers and classmates, we can deeply and meticulously understand students' ideological trends and personality characteristics, and establish personal growth files for students.

2. Just right. The content of comments should be appropriate, not exaggerated or reduced, and it is forbidden to generalize, either fully affirming or completely denying. In this regard, teachers should consciously overcome the adverse effects of "stereotype effect" and "halo effect" on students' evaluation.

3. Be targeted. A good semester review should specify the outstanding advantages and disadvantages of students' development and progress, and put forward concrete and feasible expectations, suggestions and requirements for students. Those general, vague and general comments have no effect on the development and progress of students.

4. Give priority to encouragement. A good semester review should inspire and encourage students. Therefore, comments should fully affirm the advantages and progress of each student, give students full trust and believe that they can become better. This requires teachers to treat students with a developmental perspective and avoid labeling students indiscriminately; Allow students to make mistakes and give them the opportunity to correct them; Give enough tolerance and understanding to students' unprincipled mistakes, and don't be too harsh.

5. It varies from person to person. Because each student's personality is different, writing comments should be flexible, so that it varies from person to person.