Qinghe Junior High School, Baoding City, Hebei Province, China

Abstract: Aiming at prominent defects in current junior high Chinese assessment including overemphasis on final results while ignoring learning processes, single evaluation dimensions and delayed feedback, this paper constructs a three-dimensional assessment model with cultural literacy diagnosis as the core, learning process tracking as the path, and dynamic adjustment mechanism as the support. Two years of teaching practice covering 320 students verifies that this model improves students’ in-depth reading competence by 42% and creative writing transfer capacity by 35%, and raises the timeliness of assessment-driven instructional decisions by 90%. Three core innovations are proposed: first, establishing a gradient main question dialogue assessment framework; second, developing a bank of cross-media performance tasks; third, building an instant linkage mechanism between assessment and teaching.

Keywords : cultural literacy diagnosis; process-oriented assessment; dynamic adjustment; gradient main questions; junior high Chinese