Research significance of non-paper-and-pencil test in art discipline

Non-paper-and-pencil" evaluation is a way of evaluation relative to the traditional written test,

From the perspective of students' ability, character, practice, etc., the use of situational, modular, garden-style, multidisciplinary, integration-heavy form, through the process of observing the students' comprehensive application of knowledge to solve problems and complete the task, to carry out a comprehensive evaluation of the students. Compared with the traditional "final exam", its advantages are reflected in: (a) conducive to the smooth transition of early childhood convergence

Primary school children in the lower grades from the intuitive image of thought to the development of abstract thought

The key period of development, from the game-based learning to the normative classroom learning in the transition stage. The "non-paper-and-pencil" evaluation at the end of the semester is based on students' age and psychological needs, and pays attention to protecting students' motivation, stimulating their desire and interest in learning, guiding them to master the correct learning methods, forming good learning habits, and helping them to pass through this transition stage.

(B) is conducive to breaking through the limitations of pen-and-paper evaluation

The limitation of pen-and-paper evaluation is that it only examines cognition, memory, and other learning objectives that can be reflected in the paper media, and it is a bit overstretched for learning objectives such as listening and speaking, experimental inquiry, oral communication, and teamwork. This single assessment method overemphasizes the function of screening and selection and neglects the function of improvement and motivation. The "non-paper-and-pencil" comprehensive evaluation evaluates students from a developmental perspective, and makes up for the shortcomings of the fragmentation of paper-and-pencil evaluation objectives with the evaluation of multidimensional learning objectives.

(3) Improvement of Teaching Evaluation Techniques

The "non-paper-and-pencil" evaluation changes the "final exam" into a happy tour, using "situational task solving" as the carrier of the tour. This is an improvement of the existing evaluation techniques.

Second, "non-paper-and-pencil" evaluation of the operation of the strategy

Lower language "non-paper-and-pencil" evaluation is mainly used in the "contextual task solving" as the carrier of the garden tour. The essence of this form of evaluation is to test students' ability to comprehensively apply their knowledge to solve problems and complete tasks in real

situations, so that students can demonstrate their knowledge and its application in happy activities.

(a) Scientific grasp of the standards, reasonable set of projects

Generally follow the four standards: first, with the combination of teaching materials, the second is in line with the physical and mental characteristics of the students, the third is to reflect the evaluation of multiple intelligences, and the fourth is to combine with the characteristics of the school. For example, Jinhua Binhong Primary School's "Run, Binhong" ultimate assessment, Wuyi Pushan Primary School's Lekao evaluation, Tongxiang Experimental Primary School's Happy Tour Examination, Pinghu Experimental Primary School's Happy Tour of Kite Dolls, Hangzhou Caihe No. 3 Primary School's Modular Tour Examination, and Jiaxing Experimental Primary School's Little Lingshwa Tour of the Garden, all of them are rich in distinctive school-based

These programs are generally set up according to four criteria. >Page 4

The lower grades of the language subject mainly evaluates four literacy: study habits, pinyin, literacy and writing, reading and speaking. Specific content of the first grade to game-based, such as small fish spit bubbles, flowers bloom, happy train, kitten fishing, etc., the second grade may be appropriate to increase the barrier class and challenge class, such as supermarkets small buyers, read aloud star, look at the map to speak, nourishing memorization of the text, have the guts to have the knowledge to break through the barrier, etc., but the large module must be centered on the four literacies. Some programs are communicated to students as soon as the school year begins, such as recitation; some programs are communicated a week before the garden tour, such as hands-on programs, but of course most programs are not communicated in advance. For teachers who design the projects and develop the topics, it is much more difficult to present a final garden tour that integrates basic knowledge, basic skills, and comprehensive application that closely follows the semester's material than it is to produce a paper test.

(2) Determine the evaluation indexes and prepare the evaluation program

In order to make the evaluation evidence-based, teachers should, according to the guiding ideas of the curriculum reform

ideas, cultivation goals, teaching objectives of the subject and the actual level of physical and mental development of the students, from the three dimensions of knowledge and ability, process and methodology, and affective attitudes and values, the learning habits of the students, pinyin, literacy, reading and writing, reading and speaking four areas of academic level. The evaluation index system of students' academic level in four aspects is formulated. The following table:

Language Academic Level Evaluation Indicators

Evaluation

Content Evaluation

Indicator Operation

Approach Level

Language

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Study

Habits 1.Classroom Listening Habits (Sitting Posture, Speaking, Listening)

2. Habits (timely and conscientious)

3. Writing habits (writing posture, page neatness) Students' self-assessment, mutual assessment parents' assessment; Teachers' daily observation records

Pinyin 1. Recognize consonants and rhymes, and recite the three tables

2. Correctly write the consonants and rhymes in whole-recognition reading syllables

3. Know how to spell and read the syllables on the cards randomly read and recited

Writing Competition

Writing Competition<

Parade Activity

Literacy

Writing 1. Read words accurately

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2. Develop good writing habits

3. Correctly write cards to draw and recite the passes

Achievement of the standard by stages

Teacher's daily observation record

Reading

&Speaking 1. Enjoy reading

2. Read the text aloud correctly and fluently

3. Communicate in Putonghua, naturally and generously Students' self-assessment, parents' assessment

Mutual assessment

Daily observation, tour

(3) Enriching the form of evaluation, organizing the final tour test

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"Non-paper-and-pencil "The form of evaluation, the Office of Teaching and Research and the School Teaching Office need to carry out systematic consideration and top-level design. At the same time, it is necessary to sort out and exchange the experience of the pilot schools in the lower grades of the language Happy Tour Examination, such as the promotion of the embodiment of the core literacy of the discipline of "modular Tour Examination", the combination of activities and wisdom of the "Tour Examination", the use of curricular elements of the The successful practices of "practical activity evaluation" and "learning passport" which integrates objectives, process and evaluation, etc. guide teachers of lower grades to test students' ability to comprehensively apply knowledge and solve problems in real situations, explore the authenticity of multi-dimensional learning objectives, and re-establish process-based evaluation as the main focus. Evaluation, the reconstruction of the process-oriented evaluation of the academic evaluation system, so that the content of the examination to return to the essence of the discipline, so that the teaching focus on the formation of students' disciplinary literacy, and promote the teaching of the return to the basics. On this basis, the organization of the end of the term fun tour test activities. The key knowledge and ability to master a semester, practice

Habitual requirements dispersed in different game activities, in the game to detect the students' academic level. The design of the form of the activity, the choice of content

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, the rules of the game, etc. strive to fit the children's childishness, while reflecting the holistic and comprehensive nature of the evaluation, and really let the students play in it, enjoy it, and learn in it. Through the activity, it tries to make students blur the concept of examination, cooperate with teachers, students and parents, experience the process of applying language knowledge practice, realize the fun and importance of language learning more y, enhance students' self-confidence in learning languages, and cultivate their team spirit of unity and cooperation, mutual help and assistance. The design of this activity was conceived and tried from the spring semester of 2014 to the end of the winter semester of 2014, and it has become more mature, such as the first grade "Sheep and Sheep Fun" in Jinhua Binhong Primary School, the "Mock Supermarket" in Guiyu Primary School in Wuxiang Town, Ningbo, and the "Happy End-of-Term Challenge" in Kakeiqiao Primary School in Hangzhou. Happy end of term challenge", Cixi City, the fourth experimental elementary school "play around the wisdom of the garden", and so on, garden breakthroughs, parent-child activities, recitation performances ...... each elementary school to show their skills, so that students in the pressure-free "happy"! The "happy" test in the pressure, consolidate knowledge, harvest skills, so that the joy of returning to childhood.

(D) do a good job of publicity, standardize the operation process

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Parents' recognition and support is to promote the "non-paper and pencil" evaluation of the backbone of the school at the beginning of the implementation of the school should be through the parents of the letter to parents, parents will be the form of parents do a wide range of publicity to parents, to solicit the parents' strong support. Schools should widely publicize to parents at the beginning of the implementation through parent letters and parent-teacher conferences to solicit their strong support. You can also hire parents with expertise to serve as judges for the end-of-term excursion exams, and hire some parents to serve as organizers and guides, so that parents can participate in the experience and feel it firsthand. At the same time timely and proactive to the media