摘要：This research aims at finding the way to develop the assessment for learning of the
humanistic (AfL-H) model in Mathematics at elementary schools. This is
developmental research of the Hopkins & Clark model. The experimental subjects
are 67 mathematics teachers and 375 elementary students in Grade. The data were
analyzed in two stages using qualitative and quantitative methods. The experiment
of the AfL-H model uses repeated measures analysis. The research results indicate
that the AfL-H model developed here has the following main characteristics: 1. the
learning provides greater fairness and respects all (learners), and 2. The assessment
respects each student’s varied abilities based on their own abilities. Several
findings in this research are: (1) students receive greater respects regarding the
abilities they have in the assessment; (2) the information obtained using the AfL-H
model is accurate and as actually needed by students, (3) the application of the
AfL-H model in mathematics learning improves student’s motivation, confidence,
self-awareness, behavior during learning, and ability in Mathematics, and (4)
students’ learning progress is shown by individual and class profiles.
关键词：assessment; formative assessment; assessment for learning; humanistic;
mathematics
