The diagnosis and discrimination function of mathematics learning evaluation is determined by mathematics learning evaluation itself. This function is often used to diagnose and evaluate students' mathematics learning level and provide decision-making information for colleges and universities to select students.
Through various forms of inspection and measurement of students' mathematics learning, all available information and data are collected and analyzed comprehensively. Finally, the value of the results is diagnosed and a scientific conclusion is drawn. This process is called diagnosis and measurement.
Through the data obtained from students' learning diagnosis, we can identify and distinguish different levels of learning to measure the differences of different students' mathematics learning. This process is screening. Screening is a horizontal comparison and evaluation.
Diagnostic test is very helpful to examine students' mastery of mathematical knowledge and skills, and the diagnosis and screening of academic performance can objectively and quantitatively evaluate students.
At the same time, it is very easy to diagnose and test the results through inspection. Therefore, under the system that students' knowledge and skills are the main means to identify and select students, this function has been fully reflected.
However, it is not conducive to students' development to discriminate only on the basis of the diagnosis of learning results, because it is not so easy to diagnose students' emotional attitude in the process of mathematics learning, their experiences, experiences and feelings in the process of knowledge inquiry, and their mathematical thinking and problem solving, which are precisely the important factors for students to form their mathematical ability.
Therefore, only diagnosing the learning results does not conform to the basic ideas and requirements of the new mathematics learning evaluation. Therefore, in addition to the results of learning, we should also diagnose every link of mathematics learning, that is, the whole mathematics learning process, in order to fully understand the whole mathematics learning situation of students.
The ultimate goal of diagnostic test is not to identify, but to educate and remedy each student in a targeted way, so as to achieve the purpose of learning and give full play to the diagnostic test function of evaluation.
Generally speaking, the role of learning evaluation diagnosis screening is to remedy and improve. The conclusion of diagnosis is not the destination of evaluation, but should be regarded as the process of teaching and the starting point of completing follow-up learning.
Through the diagnosis and screening of learning, we can know the disadvantages and differences of students' problems in mathematics learning in time, and provide the basis for improving and perfecting the learning content in the next stage, so as to change students' learning strategies and methods and promote their development.