ZhenQiang Wang 1,2,* , Xiaoyu Ni 1 , Wenbin Xu 1
1
Institute of Curriculum and Teaching, Nanjing Normal University, Nanjing, Jiangsu 210097, China
2
Nanjing Xiaozhuang College Affiliated Primary School, Nanjing, Jiangsu 210038, China
*Authors to whom correspondence should be addressed.
Received: 2023-4-26 / Accepted: 2023-12-12 / Published: 2023-12-18
DOI: https://doi.org/10.37906/real.2023.2
Abstract Evaluation is to promote, evaluation is to develop. Based on the Student Evaluation Guidelines issued by the Ministry of Education of China as a theoretical framework, this study incorporated classroom performance, extracurricular performance, academic achievement and extended evaluation into the comprehensive evaluation of primary school science learning, and conducted eight years of practical exploration. The data of scientific attitude (classroom performance, extracurricular performance, extended evaluation) and academic performance of 178 students in Grade 3 for a period of 3 years were analyzed. Through multiple comparisons of descriptive statistics, analysis of variance and analysis of variance with Spss26, the research found that: (a) The use of comprehensive evaluation to improve pupils' academic performance in science presents a gradual increasing trend, and there is a significant difference during the school period. (b) Using comprehensive evaluation to improve pupils' attitude towards science learning, showing an overall growth trend. (c) The use of comprehensive evaluation to improve students' classroom performance and expansive evaluation plays a promoting role, showing a gradually increasing trend, and there is a significant difference during the study period. (d) Comprehensive evaluation has a certain impact on the improvement of students' extracurricular performance.
Research Areas: Assessment
Keywords: Academic achievement in science, Comprehensive evaluation, Classroom performance, Extracurricular performance, Evaluation of extensibility, Scientific learning attitude
