Abstract:

Clarifying the impact of classroom assessment on deeper learning is helpful to explore the direction of student assessment reform and learning style reform in the new era. Through literature review, this article constructs a theoretical framework for classroom assessment that promotes deeper learning, highlighting the integration, guidance, and ethics of classroom assessment. According to the theoretical framework, self-developed “Classroom Assessment Behavior Questionnaire Based on Student Perspective” and “Deeper Learning Questionnaire for Primary and Secondary School Students”. A sampling survey was conducted on 16,758 primary and secondary school students in a county, which is reflected in three aspects. One is that classroom assessment has a significant positive effect on deeper learning, another is that the higher the student’s achievements, the more significant positive effect of classroom assessment on deeper learning, and the third is that grade, urban-rural, and family learning environments significantly affect the effect of classroom assessment on deeper learning. This has important implications for understanding the relationship between classroom assessment and deeper learning. Firstly, embrace the value of classroom assessment in promoting deeper learning, and highlight the integrity and uniqueness of classroom assessment. Secondly, pay attention to the significance of students as the subject of classroom assessment to the change of learning style, and emphasizes the importance of assessment as a deeper learning style. Thirdly, examine the internal differences of deeper learning and different influences of classroom assessment factors, and promote practice of teaching-learning-assessment alignment on deeper learning. Finally, pay attention to the impact of student characteristics on promoting deeper learning through classroom assessment, and focus on the adaptability and ethics of classroom assessment.

Key words: classroom assessment, deeper learning, investigation