What is an evaluation task?
How to design evaluation tasks and implement teaching evaluation integration? What issues should be paid attention to in the design evaluation task of
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"Teaching-learning-evaluation consistency" teaching plan is different from traditional teaching plan and is mainly reflected in the two : First, it determines the learning goals based on curriculum standards, textbooks and learning situation, and the other is that the evaluation design is ahead of teaching activity design.
Therefore, when designing a teaching plan, first design the exact learning goal of , , then designs the evaluation task according to the learning goal, and finally embeds the evaluation task into the teaching activities. This reverse teaching design of ensures the consistency of learning goals, teaching activities and evaluation.
The meaning and structure of the evaluation task
In the course field, evaluation is part of the course and is closely linked to the course goals and course implementation. Through evaluation information, students' goals can be judged to achieve , , and , thereby adjusting learning strategies and teaching decisions.
In class, evaluation is the process of judging the teaching objectives of teaching activities. To judge students' behavioral performance, students need to be assigned a task to elicit students' performance in order to obtain evidence to infer whether students have relevant abilities. This learning task that can achieve learning goals and elicit behavioral performance is the evaluation task. If the learning goal is the "expected learning result", and the evaluation task is the "how to do and what to do" and "whether to achieve the learning goal after doing it."
A complete classroom teaching evaluation includes four parts: learning objectives, evaluation tasks, evaluation implementation and evaluation tool (Figure 1), where the evaluation task includes task situation and specific tasks. ’s specific tasks here include how to do, what to do and what to do. The evaluation tool includes evaluation metering and recording tools.
In other words, a complete evaluation starts with learning goals, analyzes the orientation of the goals, designs the evaluation tasks based on the goals, and considers who will implement them, when to implement them, what are the means and methods of implementation, how to evaluate, what are the criteria or gauges for evaluation, where are the records, what are the uses, etc. This article mainly discusses how designs evaluation tasks based on learning goals.
Figure 1 The composition of classroom teaching evaluation
evaluation task design process
analyze the learning objectives and determine the performance standards
High-quality evaluation comes from clear and clear learning objectives. The design evaluation task first needs to analyze the types of learning goals, and the evaluation tasks of different types of target designs of are also different. If the learning goal is the final destination to reach, the performance criteria will tell you when to arrive.
The so-called performance standard is what kind of answers, behaviors, works, plans, , etc. will be presented when students achieve their learning goals, and what performance or standards they each have can be used as evidence for evaluation.
For example, the understanding class in knowledge learning goals can be expressed as: explaining (concept or term); giving examples to illustrate what is (concept or term); using (concept or term) to analyze a situation or solve problems; emotional attitude and value learning goals are commonly used enumeration method listing common performance to determine success criteria; while ability goals generally design success criteria from cognition, motor skills, behavioral performance and results.
Taking the lesson "Infectious Diseases and Prevention" in junior high school biology as an example, the learning goals and performance standards formulated are shown in Table 1. clarifies the requirements of learning goals and determines students' behavioral performance after mastering learning goals, which is the basis and prerequisite for designing evaluation tasks. So when determining the learning target, it is required that the target should be , specific, measurable, and evaluable . This is the reason.
Table 1 The learning objectives, performance standards and evaluation tasks of the lesson "Infectious Diseases and Prevention"
Learning objectives | Performance criteria | Evaluation task | Evaluation task |
Target 1. Analyze common diseases, distinguish different types of infectious diseases, and summarize the characteristics of infectious diseases. |
| Evaluation Task 1: Analyze the common diseases given, distinguish which are infectious diseases and which are non-infectious diseases, and state the causes, summarize the characteristics of infectious diseases, and find out the parasitic sites of the pathogen. | |
Target 2. By analyzing common infectious diseases, give examples to illustrate the prevention measures for infectious diseases. |
| Evaluation Task 2: Watch the video, analyze the spread of new coronary pneumonia in the population, and talk about the three links of the epidemic of infectious diseases and the corresponding preventive measures. | |
Goal 3. By learning relevant knowledge of infectious diseases, you can pay attention to the health of yourself and others and develop good living habits. |
| Evaluation Task 3: Investigate and list the living habits of family members, analyze which living habits are conducive to preventing infectious diseases, and which living habits are not conducive to preventing infectious diseases, and try to complete the healthy life guide for preventing infectious diseases. |
Based on the performance standards, the design evaluation task
After the learning goals and performance standards are clear, we must consider what situational tasks can achieve the learning goals and lead to students' behavioral performance, so as to obtain evidence to infer whether the students have relevant abilities. Common evaluations in class include paper and pen test and performance evaluation . Paper and pen test is mainly used to detect knowledge targets by . performance evaluation is an activity that allows students to master their learning goals through practical application of knowledge and skills.
Both evaluation tasks have their own advantages and disadvantages. Generally, paper-and-pencil tests are easy to operate and are suitable for detecting the low cognitive dimension targets of in a class, while performance evaluation is suitable for detecting the comprehensive and high cognitive dimension targets of a unit (or semester).
Different dimensions of goals should be designed for different evaluation tasks. The evaluation tasks for low-cognitive dimensions are simple, and the evaluation tasks for high-cognitive dimensions are relatively complex. The real and open evaluation tasks for are conducive to students' exploration and discovery, and cultivate students' deep thinking ability.
still takes the lesson "Infectious Diseases and Prevention" as an example. Among them, goal 2 "by analyzing common infectious diseases and giving examples to illustrate the prevention measures of infectious diseases." It is to understand the conceptual knowledge of the (including application) dimension. It is necessary to modify the original evaluation task to expressive evaluation: In January 2020, there was a new coronary pneumonia in Wuhan. Many citizens do not have a good understanding of epidemic prevention knowledge and need to give an online speech. If you are a medical worker, how do you plan to design this speech? Please write a written report to show it in the class in terms of the causes and prevention of infectious diseases. Tasks like
have real task situations and knowledge construction, which not only improves students' ability to comprehensively apply knowledge, but also allows students to develop the qualities of putting themselves in their shoes, cooperating with others, and participating in society.
is the expression evaluation task design evaluation scale
htt ml2 performance evaluation generally requires an evaluation scale. evaluation scale includes elements, levels and indicators. elements mainly include identifying and measuring students' main performance in a specific task situation. Each element usually designs or 5 different levels, and then describes these different levels.
design evaluation scale can be designed from bottom to top based on the works (expression) of students of different levels in previous years, or can be designed from top to bottom based on success standards.
The process of teachers designing evaluation scales is conducive to further clarifying learning goals and performance standards. If the conditions are met, teachers can invite students to design evaluation scales together, which will greatly improve students' subsequent learning.
evaluation scale should be shared with students with the evaluation task, so that students not only clarify "how to do and what to do", but also clarify "to what extent", which is conducive to students' self-evaluation and better achieve learning goals. For the above speech on infectious disease prevention, an evaluation scale 2 can be designed.
Table 2 Designed evaluation scale
Element | Excellent (A, etc.) | et al. (B, etc.) | 0 qualified (B, etc.) html l3 | fails (C, etc.) |
Causes of infectious diseases | Explain that the new coronavirus is caused by the new coronavirus; it can be transmitted between people or between people and animals through air or droplets; infectious diseases have the characteristics of infectiousness and epidemic. | can tell some of the causes and characteristics of infectious diseases. | does not know the cause of the new coronary pneumonia, nor does it know the characteristics of infectious diseases. | |
Prevention of infectious diseases | comprehensively lists specific measures to prevent infectious diseases and explains the principles of these measures; summarizes them from three aspects: controlling the source of infection, cutting off the transmission route and protecting susceptible populations. The preventive measures listed in | are not comprehensive; or the measures do not match the principles. | is not clear about the specific measures to prevent infectious diseases, nor is it clear about the principles of preventing infectious diseases. | |
content organized and appropriate. | language expresses organization, clear thinking, can connect with reality in life, give examples to illustrate the causes, transmission channels and preventive measures of new coronary pneumonia; have appropriate body language and audience awareness. | language expression is inappropriate, and there is inconsistent content before and after, and there is body language, but no audience awareness. | Thinking is confusing, the content is incoherent, and there is no body language or audience awareness. |
Issues to note in design evaluation tasks
evaluation task should point to the goal achievement
evaluation task should be designed based on the learning goal, and at the same time, it should give birth to rich evaluation information . If no evaluation information appears, we have no way to judge whether the student has achieved the goal. It can be seen that the evaluation task should point to the goal achievement.
evaluation task must not only match the content dimension of the learning goal, but also match the cognitive dimension of the learning goal. For example, based on the above-mentioned learning objective 2, if the students state the three links of the epidemic of infectious diseases and the corresponding preventive measures, can it indicate that the students have achieved the cognitive dimension of "giving examples"? Is it possible that the student has merely remembered the answer? It can be seen that after the evaluation task is designed, the relationship between possible behavioral performance and success criteria should be reversed to ensure that the evaluation task is targeted to achieve the goal.
Evaluation task should make students understand clearly
Children of different age groups have different cognitive abilities, and there are also great differences in reading and comprehension abilities. When designing evaluation tasks, we should fully consider the students' level. The evaluation task guidance language should clearly explain the requirements and conditions to students, and ensure that students can clearly know what to do and how to do it.
If the language cannot be explained clearly, teachers can provide assistance through examples, action demonstrations, and providing support . If the evaluation task is not described clearly, it is easy for teachers to constantly remind students and interfere with students' learning and normal thinking. This is especially necessary for us to be vigilant.
Evaluation task should trigger students' deep thinking
Author In the specific preparation and class process, the relationship between the goals and the evaluation tasks is constantly polished. For example, in order to improve students' social responsibility, the author designed learning goal 3 to pay attention to the health of oneself and others. The evaluation task has changed from the original "Give an example to talk about how to prevent infectious diseases in daily life" to "Design a health guide for living habits".
The original evaluation task was to obtain conclusions and then use the conclusion to solve problems. Learning stays at the shallow thinking. The modified evaluation task is to let students use existing knowledge like subject experts, , go through the exploration process such as investigation, analysis, induction and creation, and solve problems in exploration and construct their own knowledge structure. Only in this way can learning highlight the essence of the subject.
In short, the evaluation task is a bridge from learning goals to learning activities. The process of designing the evaluation task of is to further clarify the learning goals, think about the process of achieving evidence, and choose the learning methods to ensure that the learning goals are implemented in the classroom.After the evaluation task is designed, the evaluation task should be embedded in the teaching activities to ensure that the teaching activities give birth to evaluation information. Teachers (students) collect, analyze and process evaluation information to ensure that the teaching activities always move towards the learning goal.
