Psychological Development and Education ›› 2008, Vol. 24 ›› Issue (3): 77-83.

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The Experimental Study on Effect of Curriculum-embedded Performance Assessment on Mathematical Problem Solving

ZHANG Yong-mei1, LIU Hong-yun2, MENG Qing-mao2   

  1. 1. Beijing Academy of Educational Sciences, Beijing 100031;
    2. School of Psychology, Beijing Normal University, Beijing 100875
  • Online:2008-07-15 Published:2008-07-15

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Abstract: Curriculum-Embedded Performance Assessment (CEPA) is an important approach to assessing students' learning achievement,which is highly advocated by the New Curriculum Reform in K-12 education area.Selecting 335 seventh-grade students as its research subject,this study took a one-year longitudinal experiment,explored the effect of CEPA to students problem solving in the Mathematics.The result indicates that this assessment approach promotes students' problem solving ability significantly,and the promoting effect accelerated as the experiment progressing,which is also influenced by students' original achievement abilities.The further analysis to the subjects' oral reporting materials shows that CEPA promoting effect demonstrates in the aspects such as problems understanding,meta-cognition and problem solving strategies,etc.

Key words: Performance Assessment, Curriculum-Embedded Performance Assessments, Math Problem Solving

CLC Number: 

  • G441
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