Class children self-evaluation
|School||Shaanxi Normal University|
|Keywords||assessment self-assessment children self-assessment|
Self-assessment has great significance for the growth of a person. In early childhood, children begin to shape and develop their self-assessment. In this process, there are a lot of factors which impact their own right internal and external assessment. Analysising and studying comprehensively and deeply about these factors are the prerequisite to guide children to correctly form good self-assessment capacities. But in real life, the lack of awareness of self-assessment affects the development of self-assessment capacities of children and affects their cognitive, emotional and social development. Therefore, on the current status of education in China, setting operational self-assessment methods which are in line with the physiological and psychological characteristics and the requirements of education law for children are not only necessary but also urgent.In this study, the author uses literature review method, observation method and interviews method. The author selects the eldest grade children in the three different types of kindgartens in Xi’an as the research objects. The author analyzes the present status of children self-assessment、problems and reasons and gives some suggestions for kindergarten teachers to improve the capacities of children self-assessment.The thesis is made of five parts:PartⅠ:Study significance:A brief analysis of the proposed subject of this study and its theoretical and practical significance.PartⅡ:Literature review of this study:A brief introduction of the research concepts of this study——assessment, self-assessment, children self-assessment; and a brief literature review about self-assessment, children self-assessment and the formative theory of self-assessment study at nationally and internationally.PartⅢ:The design of this study:Make a note about the selection of research objects, the research methods, as well as the research ideas and the work,etc.PartⅣ:At the end of the collection of information, the author does the studies from the following aspects:the capacities of children self-assessment, the adopted standards of children self-assessment, self-esteem trend and self-protection situation in children self-assessment, the confusion between the "ideal self" and the "reality ego", teachers’assessment language impacting children self-assessment, and the corresponding conclusions.PartⅤ:Being aimed those existed problems in children self-assessment, the author puts forward the following suggestions:early children teachers must have a fostering sense of children self-assessment and concepts; guiding parents to use the scientific methods to assess children and understand them; setting up assessment criteria for children, providing an assessment example; improving children self-perception level; enriching children self-assessment language; setting up daily children self-assessment practices, using portfolio method to foster children self-assessment capacities. At the same time, the author also sums up the inadequacies of the study and proposes in depth other research questions in this field:follow-up study of children self-assessment; the study of measurable assessment criteria and immeasurable assessment criteria impacting children self-assessment; the research about how children at different ages to treat their own academic self-assessment; the research about how parental rearing styles to impact children self-assessment; the research about self-assessment and self-monitoring, self-regulation,ect.