 Classroom Quantitative Evaluation: A Method of Both Formative and Summative EvaluationYi Zhang,
Xiaoxia Wu,
Cheng Zhu and
Jincheng Zhou ()
Sustainability, 2023, vol. 15, issue 3, 1-21 Abstract: As the most important carrier of education and teaching, the quality of classroom teaching directly affects the quality of formal school education. Traditional classroom teaching evaluation is usually based on expert experience, which can only give sporadic and one-sided evaluation results, and it is difficult for teachers to obtain systematic and operational improvement schemes, which has caused great obstacles to teachers’ sustainable development. Based on the concept of teachers’ sustainable development and Flanders Interactive Analysis System (FIAS), this study evaluates classroom teaching from two aspects: formative evaluation and summative evaluation. From the perspective of formative evaluation, a quantitative comprehensive analysis framework of classroom teaching language is constructed from two aspects of matrix analysis and dynamic curve analysis. The matrix analysis makes an in-depth analysis of classroom teaching from five aspects: classroom teaching structure, teaching style, classroom atmosphere, variable analysis, and question innovation degree. The dynamic curve of the classroom is analyzed from three aspects: teacher talk, student talk, as well as silence and confusion. From the perspective of summative evaluation, this paper combines the projection pursuit of entropy (PPE) model to form a class teaching grade evaluation model. On the basis of the above model, this study selects 5 + 5 (five expert teachers and five novice teachers) lessons that have heterogeneous forms for the same subject with Chinese high school math teachers as the research objects. Based on this framework, the verbal information of classroom teaching is encoded and a thorough analysis is carried on from the perspective of formative assessment, while at the same time, the level of classroom teaching evaluation is given from the perspective of formative evaluation. The results show that expert teachers use indirect discourse more, they also pay more attention to blank space and have a more harmonious classroom atmosphere as well as ask more innovative questions compared to novice teachers. Under the PPE model, expert teachers have higher scores than novice teachers. This study provides a systematic and comprehensive analysis scheme for the comprehensive evaluation of classroom teaching, which not only provides comprehensive and operational information for teachers to improve their classroom teaching, but also guarantees the sustainable development of teachers’ specialization, and provides a solution for the summative evaluation of classroom teaching. Keywords: FIAS; PPE; classroom interaction; teaching evaluation; classroom language (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:15:y:2023:i:3:p:1783-:d:1038881 Access Statistics for this article Sustainability is currently edited by Ms. Alexandra Wu More articles in Sustainability from MDPI |
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