Reflection on the Assessment of a Math Problem in a China Elementary School

The assessment of a math problem in a China elementary school manifests that the math teacher is now still keeping to the obsolete notion of school education, attaching more significance to the result instead of the process of classroom instruction and adhering more importance to the standardized criteria in making assessment. Accordingly, it is proposed that the math teacher in the China elementary schools ought to hold the new and feasible concept of assessment, establish the assessment system with multiple dynamic objectives and diversified methods of assessment, highlighting the essential role of students and the process as well as the progress of assessment, with a purpose of promoting the comprehensive progress of students.