Abstract As an important part of classroom teaching, classroom assessment has a direct impact on the quality of classroom teaching. The process of classroom teaching evaluation has been identified as consisting of four stages: embryonic, initial exploration, in-depth development and innovative development. In this process, the concept of evaluation has shifted from focusing on “knowledge mastery” to focusing on “literacy enhancement”, and the evaluation methods have shifted from “single” to “diversified”. Looking ahead, the main ideas for the future development of classroom teaching evaluation are to keep up with the development of the times, to make use of artificial intelligence technology to promote accurate and diverse evaluation methods, to build a scientific and complete evaluation system based on the characteristics of the subject, and to construct an efficient feedback mechanism.
ZHANG Li-Rong, MO Zun-Li. History of Classroom Teaching Assessment and Its Implications for Assessment of Core Literacy Oriented Teacking[J]. Chinese Journal of Chemical Education, 2024, 45(7): 60-66.
