评价是促进学生发展的重要手段，《义务教育思想品德课程标准（2011年版）》对评价方式的变革尤为重视，在评价建议里面要求突出形成性评价。形成性评价是教师在教学中，围绕学习目标，根据学生的表现给予及时的反馈指导，通过调整教学活动帮助学生朝着学习目标前进，从而促进学生学习的评价。应用好形成性评价对师生都有较大帮助，能够使课堂达到教、学、评三者之间的相互协调配合。然而，在应用形成性评价的实践中，出现了很多问题。一部分教师由于没有更新评价观念，对形成性评价认识不够深刻，没有很好地发挥它的作用。因此，结合学科特点，提高形成性评价在初中道德与法治课教学中的应用效果，尤显重要。

本文首先梳理了国内外关于形成性评价的研究，从而对其有了深刻的认识，分析了形成性评价的特点、功能以及对初中道德与法治课的重要意义，为后续内容的展开奠定基础。其次，进行实地调研，选取A中学初中三个年级的教师、A中学部分初中生以及其他学校的部分初中教师作为研究对象。通过问卷调查、访谈以及课堂观察，发现当前形成性评价在初中道德与法治课教学中存在以下问题：教师评价任务设置不合理、教师评价方法多样性不足、教师学习信息获取不完整、教师教学反馈不充分、教师教学调整实施不理想、学生评价效果不佳。经分析，是由形成性评价操作有一定难度、师生评价观念更新不及时以及教师评价能力有待提高这三个主要原因造成的。其中，提高教师的评价能力显得尤为重要。因此，随后从教师的角度出发，提出教师在课前对形成性评价进行一定设计的设想。在遵循形成性评价设计原则的基础上，阐述了如何确定评价任务、选择评价方法以及明确实施流程。科学合理的评价任务设计以及不同类型的形成性评价方法的优化组合是本研究的创新之处。通过“对应学习目标，陈述预期结果；分析学生学情，创设合适情境；制定评价标准，描述质量水平”，使评价任务与学习目标密切结合并具备一定的梯度。而评价方法的确定考虑到了目标的类型以及学生的实际情况，与评价任务有机结合起来，以便帮助师生获得需要的学习信息。最后，以《关爱他人》一课为例，结合形成性评价实施的几个步骤，分析如何在初中道德与法治课中应用形成性评价，并验证了其有效性。

本文结合课程标准里面的评价建议，通过对形成性评价的部分内容进行设计，解决了目前形成性评价在实践中的相关问题，促进了学生的发展，提高了教师的评价能力。

Assessment is an important means to promote the development of students. The Curriculum Standard for Ideological and Moral Education in Compulsory Education (2011 Edition) pays special attention to the reform of assessment methods. The formative assessment should be highlighted in the assessment proposal.Formative assessment is an assessment in which teachers give timely feedback and guidance according to students' performance around learning objectives in teaching and help students move forward towards learning objectives by adjusting teaching activities, thus promoting students' learning. The application of formative assessment is of great help to both teachers and students, and can make the classroom achieve the coordination and cooperation among teaching, learning and assessment. However, in the practice of applying formative assessment, there are many problems. Because some teachers have not updated their assessment concepts, they do not have a deep understanding of formative assessment and do not play its role well. Therefore, it is especially important to improve the application effect of formative assessment in the teaching of morality and law in junior high schools in combination with the characteristics of disciplines.

This paper first combs the research on formative assessment at home and abroad, so as to have a deep understanding of it, and analyzes the characteristics and functions of formative assessment as well as its important significance for junior high school moral and rule of law courses, and lays a foundation for the development of the following contents. Secondly, field investigation, select teachers from the third grade of A middle school, some junior high school students in A middle school, and some junior high school teachers in other schools as the object of this research. Through questionnaire survey, interview and classroom observation, it is found that the following problems exist in the teaching of morality and rule of law in junior middle school:the assessment task set by the teacher is unreasonable, the diversity of teachers' assessment methods is insufficient, the learning information acquired by teachers is incomplete, the teacher's teaching feedback is inadequate, the teaching adjustment implemented by the teacher is not ideal, the effect of student assessment is not good. According to the analysis, it is caused by three main reasons: the operation of formative assessment is difficult, the assessment concept of teachers and students is not updated in time, and the teacher's assessment ability is not enough. Among them, it is particularly important to improve the assessment ability of teachers. Therefore, from the perspective of teachers, this paper puts forward the assumption that teachers should design the formative assessment before class. Based on the design principles of formative assessment,this paper expounds how to determine the assessment task, choose the assessment method and define the implementation process.The scientific and reasonable design of assessment task and the optimal combination of different types of formative assessment methods are the innovations of this study. By "Corresponding learning objectives, state the expected results; Analyze students' learning situation and create appropriate situation; Develop evaluation criteria and describe the quality level ", so that the assessment tasks and assessment objectives are closely combined and have a certain gradient. The determination of the assessment method takes into account the type of target and the actual situation of students, and is organically combined with the assessment task, so as to help teachers and students obtain the required learning information. Finally, taking the lesson “caring for others” as an example, combining with several steps of formative assessment, this paper analyzes how to apply formative assessment in the moral and legal courses of junior middle school, and verifies its effectiveness.

           Based on the assessment suggestions in the curriculum standards, this paper designs some contents of formative assessment to solve the related problems in practice, promote the development of students and improve the assessment ability of teachers.