Diversity of teaching evaluation methods in primary and secondary schools

Abstract

The diversity of teaching evaluation methods in primary and secondary schools means that in educational practice, the
methods for evaluating students’ learning process and results are rich and diverse. The emergence of this diversity is mainly due to the
advancement of educational reform and the renewal of educational ideas. Therefore, the traditional examination evaluation methods are
gradually replaced by diversifi ed evaluation methods. In addition to the traditional written test and oral test, educators began to pay more
attention to the cultivation of students’ comprehensive literacy and ability, and gradually introduced a variety of evaluation methods such
as network evaluation and instant evaluation. Through the use of electronic classroom, online assessment platform and other tools, teachers
can more conveniently collect, organize and analyze students’ learning data, so as to evaluate students’ learning situation more objectively.
Based on this, in order to increase student engagement, it is important to deal with real-life issues and expose students to the complexities of
chemistry education. However, due to the imbalance of educational resources, test scores have become the only way to evaluate teachers and
students. Therefore, this study aims to analyze this situation and propose diff erent evaluation methods for chemistry learning.