论文总字数：41759字

摘 要

教学评价是普通高中英语课程标准（2017年版）的重要内容，其目的是促进英语学习，改善英语教学，完善课程设计，监控学业质量。

本文结合当下教育政策和英语学科核心素养，注重评价方式的多样性和合理性，旨在探索出适合小学英语的新型评价模式。此方案从“形成性评价”和“阶段性评价”两个角度出发，具体阐释展现学生作品、建立档案袋、课堂评价、家校合作评价、阶段性评价的实施过程与意义。

关键词：教学评价；普通高中英语课程标准（2017年版）；英语学科核心素养;

学业质量

Contents

1. Introduction 1

2. Literature Review 1

2.1 Definitions of teaching evaluation 1

2.2 Functions of teaching evaluation 2

2.3 Suggestions from General High School English Curriculum Standard (2017 edition) 3

3. Results of Past Researches 4

3.1 Self assessment 4

3.2 Mutual evaluation 5

3.3 Teacher’s evaluation 6

3.4 Test evaluation 7

4. Guiding Significance of New Curriculum Standards for Teaching Evaluation 8

4.1 Academic quality and teaching evaluation 8

4.2 Main contents of English course evaluation reform 8

4.3 Core competence of English discipline 9

5. Formulating a New Teaching Evaluation Plan 12

5.1 Displaying personal works 13

5.2 Portfolio and e-portfolio 13

5.3 Evaluation in the class 14

5.4 Evaluation of home-school cooperation 15

5.5 Summative evaluation 15

6. Conclusion 16

Works Cited 18

1. Introduction

Since the beginning of the 20th century, teaching evaluation has emerged as an independent research field. Since the 1980s, it has caused widespread and great concern in the field of Chinese education, and has now become an important subject of educational reform and development in China. The new curriculum standard in China is committed to construct a pluralistic English evaluation system which combines summative evaluation with formative evaluation. However, due to the influence of traditional exam-oriented education at present, the evaluation methods of English teaching in our country are more dependent on the final assessment. Both teachers and students care the results greatly, as a result, they always ignore the process finally, which makes the students’ study have a strong utilitarian, although some teachers have adopted formative evaluation of teaching they have obtained.

After the 1990s, the researchers began to pay attention to the teaching evaluation, but more emphasis was placed on the teaching evaluation method system in class, the technical operation level, and the application of the western evaluation theory. Less consideration is given to whether it is suitable for the teaching situation in our country, and less attention is paid to the specific students in the teaching situation.

To sum up, it is very important and meaningful to do the establishment of an innovative comprehensive evaluation model for English teaching. Combining with the learning situation and teaching practice of students, this paper establishes a comprehensive evaluation model in relation to contemporary network technology, and pays attention to the overall performance and collaborative development of students’ learning ability, cultural consciousness, thinking quality, learning ability and so on, so as to realize the consistency between the goal of curriculum evaluation and the core competence of English discipline.

2. Literature Review

2.1Definitions of teaching evaluation

Teaching evaluation can judge students’ value. And it is a service of teaching process and result according to the teaching goal. It is the process to judge the realistic or potential value of students during the teaching activities. Teaching evaluation is an excellent way to make the teachers’ teaching and students’ learning better and better.

The concept of “formative evaluation” was first proposed by Screven in his evaluation methodology in 1967, which refers to “In order to have a good teaching results and nice assessment quality, providing feedback on educational activities through diagnostic education programmed or plans, problems in educational processes and activities is a must.” Bloom, B.S. pointed out before that “the main purpose of formative observation is to monitor the extent to which a given learning task is mastered, the part that is not mastered”, “which is not intended to be a distinction or identification of learners, but rather to help students and teachers focus their attention on the special learning necessary for further improvement.” (Chen 7)

The summative evaluation, also known as the finality evaluation, is generally in order to understand the final effect of the teaching activities after the conclusion of the evaluation. The examination and examination of all subjects at the end of the school or the end of the school belongs to this kind of evaluation, the purpose of which is to test whether the students’ studies have finally met the requirements of the teaching objectives of each section. The summary evaluation attaches importance to the results, in order to make a comprehensive appraisal of the students, distinguish the rank, and evaluate the effect of the whole teaching activity.

The summative evaluation would easily check students ability just by exams, with a high level of generalization, a wide range of test contents, often carried out in the semester or at the end of the school period, the number of times is less.

2.2 Functions of teaching evaluation

Through evaluation, students continue to experience progress and success in the process of English learning, understand themselves, build self-confidence, adjust learning strategies, so as to promote the overall anti-war of students’ core quality of English subjects.

Formative evaluation is much more suitable for the purpose and significance of teaching evaluation. So teachers should strive to integrate evaluation activities into all aspects of classroom teaching, put the usual test, growth record bag and other forms closely combined, as far as possible to adopt open questions, encourage students to generate answers through thinking, to protect students’ personality and enthusiasm.

Formative evaluation, also known as process evaluation, directly points to the ongoing educational activities. And with the aim of improving this activity, its short cycle and timely feedback would not only conducive to teachers for adjusting teaching attitude, teaching programs and teaching methods in time, but also conducive to students more actively participate in teaching activities. Such a way of meticulous communication can promote the teaching level of teachers better. (Zhou 9)

In the formative evaluation, students no longer just accept teachers’ evaluation of themselves as passively as in traditional evaluation, but as active participants in evaluation, that is, they should carry out students’ self-assessment and group mutual evaluation. In addition, teachers should evaluate some problems. Students will be able to analyze their strengths and shortcomings, clear learning goals, so as to further correct the learning attitude, and adjust the learning process in time, explore their own set of learning methods. (Zhao, Duan and Li 59)

In conclusion, we go on the teaching evaluation carefully with a wish to help teaching and learning change better.

2.3 Suggestions from the General High School English Curriculum Standard (2017 edition)

All kinds of teaching evaluation should highlight the positive encouraged and incentive effect. Therefore, teachers should correctly deal with the relationship between daily class evaluation and the periodic evaluation. Also, teachers need to pay attention to each class, each unit of the teaching goal and course requirements, so as to know students’ instant effect and check the gradual progress, which will help students experience the achievements of learning and reflect the results of study.

Teachers should choose the right evaluation methods and evaluation tools that are suitable for their own teaching and students’ learning, and formulate the evaluation criteria for practical reading.

Generally speaking, daily evaluation should use descriptive evaluation, grading and other evaluation records, the form can be used classroom observation, learning files, reflection logs, questionnaires, teachers and students interview, discussion, in-class test, peer mutual evaluation, paper and pen testing and so on.

It needs to be clear that the process of teaching evaluation is dynamic, the content is also rich, and the form is diverse.

3. Results of Past Researches

At present, the field of education in China is actively reformed. Under the influence of the new curriculum standard, teaching evaluation is gradually changed,especially the evaluation in primary school, in order to achieve a comprehensive monitoring of the teaching process and learning process purposes, students’ knowledge, feelings, values and abilities, such as comprehensive evaluation, better design teaching content,

Teaching methods, etc., to realize the optimization of primary school English teaching classroom, change the previous scores to determine the entire evaluation situation, reverse the primary school about the teaching situation of the embarrassing of "dumb English".

3.1 Self assessment

Students are the main body of science curriculum learning evaluation. In the course of teaching, for helping students verify and reflect on the results of self-evaluation, and promoting students’ self-development, teachers should pay attention to cultivating students’ consciousness of self-evaluation, clarify the content of self-evaluation, construct reasonable self-evaluation criteria, flexibly use representative evaluation, student growth record bag evaluation and make evaluation scale, etc.

The standard of process evaluation should be consistent with the objective of the activity, and before the activity starts, the teacher guides the students to understand, so that the students have a clear direction of efforts and behavior basis in the course of the activity. It can also promote the students’ self-evaluation, highlighting the students’ subjectivity in the evaluation.

We need to clarify the content of self-evaluation which includes the evaluation of knowledge, emotions and values.

The emphasis of evaluation on emotional attitude and values should be to grasp the attitude of primary school students towards English learning and English activities: whether the interest in English learning is strong, whether the motivation of learning is strong, whether the study is serious, and whether English is full of the desire to seek knowledge.

3.2 Mutual evaluation

General High School English Curriculum Standard (2017 edition) put forward some key points: teachers should pay attention to the diversity and rationality of evaluation methods, and effectively carry out a good formative evaluation.

As an active language, English is used commonly. No matter speaking or writing, it always needs to show. Classmates can know what we have learned and what we need to achieve. Mutual evaluation is necessary to check in time, and it can enhance the friendship of classmates or friends.

For primary school children, the mutual evaluation between students can not only make students more comprehensive understanding of themselves, know others, but also promote communication and cooperation among students. Mutual evaluation is a process of involving students in learning, practicing and experiencing learning in person. Through mutual evaluation, in the process of thinking and judging other students’ behaviour, it is also a process for students to consolidate the knowledge they got before, so that students can grasp the knowledge more firmly and use it in real life.

Each student wants to be loved by his teacher, like the teacher to praise it, especially some students with poor academic performance, but also hope to get the teacher"s attention, encouragement and support. Most primary school students, afraid of being severely criticized by their teachers for their small mistakes, have a sense of fear about learning English and are afraid to take English lessons. If the mutual evaluation of teachers and students is applied to English teaching in primary schools, it can make students feel warm and love, which is amazing for learning and teaching.

In a word, whether it is student self-assessment or students’ mutual evaluation, as well as mutual evaluation between teachers and students, are the concrete performance of dynamic mutual evaluation in primary school classroom teaching, this kind of dynamic mutual evaluation can not only effectively activate the classroom learning atmosphere, promote classroom communication, consolidate the knowledge learned, but also enable students to more fully understand themselves, increase the feelings between teachers, improve the quality of classroom teaching.

3.3 Teacher’s evaluation

Teachers should be guided by the core competence of English discipline, according to the content of the activities, and students jointly design a variety of evaluation activities, such as speech, description, display, dialogue, games, statements, discussions, production of mind map and other non-paper pen testing activities.

At present, China advocates multivariate evaluation, and hierarchical evaluation plays an important role in diluting fractional consciousness, implementing quality education and promoting students’ all-round development. At present, the evaluation of hierarchical system in China shows the problems of formalization, poor effect and non-conformity with the principle of educational measurement, which is related to the operation of hierarchical evaluation itself, the concept of real division system, There is a great relationship between teacher evaluation accomplishments. In order to promote the implementation of hierarchical evaluation in China, hierarchical evaluation should change the concept of evaluation, improve teachers’ evaluation accomplishment and strengthen the construction of evaluation theory from the perspective of cultivating talents in line with the development of the 21st century.

Comments evaluation is a qualitative evaluation. Teachers should observe the students’ study and life situation in school, carry out comprehensive evaluation, and write comments. However, this kind of evaluation is subjective. Different teachers may give different comments.

As a result, in the comprehensive evaluation of students, teachers should highly care the development of the core competence of English discipline, the degree of effort, the ability to reflect and the final level of development. With a specific code of conduct, the content of the comments will be relatively objective and accurate.

3.4 Test evaluation

Although in the context of quality education, China"s primary school students are still facing greater pressure to study, so students in school inevitably have to face the weekly test, monthly exam, midterm exam, final examination. And these achievements are closely related to teachers’ evaluation of students.

It is a great idea to increase students’ confidence and sense of achievement. Only with correct understanding of the examination and its function, can school do the orderly development of teaching. Currently, different regions have also made different reforms on examinations. Now there are disputes about the role of examinations in teaching evaluation. But the reasonable integration of the two should ensure the quality of examinations. Now, many schools have carried out reforms on teaching. In order to improve the overall quality of examinations, some regions have the system of no invigilator for students" examinations. The development of this system can ensure the honesty of students. Secondly, it can also help students develop good habits of automatic thirst for knowledge and advocate the idea of diluting examination, which can effectively reduce the pressure of students. It can increase flexibility to deal with the scores in small-scale tests. It can deal with the scores skillfully according to the students" daily expressions, so as to ensure the students" enthusiasm for learning, or not use the scores to measure the scores, and adopt the grading method, which will not hurt the students" self-confidence and sense of achievement. This model is very helpful to reduce polarization, cultivate students" learning initiative and autonomy, and teachers’ control of the examination content is also very important. The examination paper model can not only adhere to the traditional examination paper model, but also adopt innovative methods to deal with the content of the examination, so as to ensure the quality of the examination.

4. Guiding Significance of New Curriculum Standards for Teaching Evaluation

4.1 Academic quality and teaching evaluation

The new curriculum standard has developed the academic quality standard, each discipline clarifies the student to complete the subject study task, the core competence of English discipline should reach the level, each level key performance constitutes the evaluation academic quality standard. Pay more attention to the cultivation of students’ core literacy, more emphasis on improving students’ ability to use knowledge to solve practical problems, help teachers and students grasp the depth and breadth of teaching and learning, provide an important basis for summative evaluation, academic examination and examination propositions, and promote organic connection between teaching, learning and examination. Form the joint effort of educating people.

The level of English academic quality is not only the basis for guiding teachers to carry out daily teaching, but also the main basis of summative evaluation, academic level examination and final proposition.

4.2Main contents of English course evaluation reform

It has carried on the further reform to the teaching evaluation, and enhanced the guidance. In line with the principles of service for the development of teaching materials, service for teaching and evaluation of examinations, highlighting the maneuverability of curriculum standards, strengthening the guidance of teaching evaluation, and increasing evaluation cases, while refining evaluation objectives according to academic quality standards, enhances the guidance of teaching and evaluation.

Correctly handle the relationship between daily evaluation and summative evaluation, and choose the appropriate paper and pen test method.

All kinds of teaching evaluation should highlight the positive encouragement and incentive function of evaluation. Therefore, teachers should be careful with doing with the relationship between daily classroom evaluation and summative evaluation, pay attention to the degree of each class, the teaching goal of each unit and the level of course academic requirements, in order to understand the students’ immediate learning effect and stage progress in a timely manner, highlight the process characteristics of evaluation, so that it is an excellent chance for students to experience learning achievements and reflect carefully on learning outcomes.

In the daily evaluation, teachers should combine teaching objectives, teaching content and students’ learning environment, as well as students’ individual differences and other factors, choose the evaluation methods and evaluation tools suitable for their own teaching and students’ learning, and formulate practical evaluation criteria.

Generally speaking, the daily evaluation should use descriptive evaluation, grade evaluation and other evaluation records, the form can be used classroom observation, learning files, reflection logs, questionnaires, teachers and students interview, discussion, in-class test, peer mutual evaluation, paper and pen testing and so on.

4.3 Core competence of English discipline

The connotation of the core competence of English discipline can be summed up in three aspects (language ability, thinking quality, cultural consciousness) and two key (learning ability and emotional attitude). According to this classification, classroom teaching can be carried out from three entry points of situation, problem and communication, with “fusion” as the main line, running through the cultivation and development of learning ability and emotional attitude, and finally promoting the formation of the Core competence of English discipline.

　The core competence of English discipline of Chinese students’ development defines the core accomplishment of students’ development, which is the necessary character and key ability that students need to have. It can adapt to the needs of the development in daily social life. Also the comprehensive performance includes 9 qualities, specifically social responsibility, national identity, international understanding; humanistic background, scientific spirit, aesthetic interest; physical and mental health, learning to learn, practical innovation. So, as a basic language subject, what aspects should the core competence of English discipline include? What can teachers do for cultivating the students’ core accomplishment in classroom teaching? These are all issues worth studying. 

Let us talk about the connotation of the core competence of English discipline. Many English teaching experts have their own insights when it comes to the core competence of English discipline. Gong Yafu, the chairman of the Foreign Language Teaching Committee of China Education Society, mentioned in the theme lecture of “the Construction and Cultivation of Students’ English Core Literacy System”, that the core competence of English discipline should include two aspects, which is cognitive and non-cognitive. Cognitive aspects refer to the academic and the knowledge; the non-cognitive aspects refer to the value, the emotion attitude and so on. (Gong 18)

Students should learn to solve hard questions, think critically and creatively. Gong Yafu also believes that English education should change the goal of simply using language ability as the core, and design multiple teaching goals, such as “social and cultural goals”, “thinking cognitive goals” and “language communication goals”. And for embodying the value of English education in promoting human character and thinking development, teachers need to combine language learning with thinking cognition and personal quality training.

The students aim at the subject meaning inquiry, take the discourse as the carrier, combine the knowledge learning and the skill development in the language practice of understanding and expression, and construct the structured knowledge through the thinking activities such as perception, prediction, acquisition, analysis, generalization, comparison, evaluation and innovation, and develop the thinking quality in the process of analyzing the problem and solving the problem. 

　　According to the views of the above scholars, combined with the curriculum objectives set out in the English Curriculum Standard (experiment) of the General High School, the author believes that the connotation of the core competence of English discipline can be summed up in three aspects (language ability, thinking quality, cultural consciousness) and two key (learning ability and emotional attitude). Language ability, thinking quality and cultural consciousness interact with each other, support each other and play a common role. Learning ability and emotional attitude run through English teaching, for language ability, thinking quality and cultural consciousness “escort”, at the same time, these three aspects can promote the formation and improvement of learning ability and emotional attitude to a certain extent, and finally play a key role in the formation of the core competence of English discipline. (Zheng 85)

Language ability is the foundation of the core competence of English discipline, including knowledge, skills, comprehension, and expression. Language knowledge includes phonetics, vocabulary, grammar, discourse, topic, function and so on; it is the cornerstone of language ability. Without the foundation of language knowledge, most students have a hard time knowing and using the skills. Language skills include listening, speaking, reading, writing, translating, etc., which is the carrier of language ability and the way to form language comprehension (listening, reading, translating) and language expression (speaking, writing, translating). Language comprehension is an internal understanding of language knowledge and language skills, while language expression is the final output based on language knowledge, language skills and language understanding.

The quality of thinking, which mainly refers to the difference of individual"s intelligence characteristics in thinking activities, and is an important index to measure the development level of a person"s thinking. English and Chinese language thinking modes will give learners the space of thinking and imagination across regions and cultures, and help learners broaden their horizons and lay a solid foundation for the formation of a good cultural consciousness.

Cultural consciousness can be a base in language ability and thinking quality. In English teaching, culture mainly refers to the historical geography, customs, and traditional customs in English-speaking countries. Any language has rich cultural connotations. Contacting and understanding the culture of English-speaking countries is conducive to the use of English language knowledge. It is conducive and helpful to cultivating world consciousness on the basis of deepening understanding and understanding of national culture with a world-oriented international perspective ultimately.

Generally speaking, for improving the learning ability, students need to study how to use learning methods and techniques effectively. Learning ability is the basis of all abilities, students through observation, experience, inquiry and other proactive learning methods, to give full play to their learning potential, at the same time learn to use a variety of media and information resources to broaden learning channels. In the connotation of the core competence of English discipline, learning ability is the “catalyst” of other accomplishment.

In the connotation of the core competence of English discipline, emotional attitude is the “lubricant” of other qualities. Human development is the self-development, it does not happen directly by education, especially in language learning; the growth and development of students rely on motivation that is closely linked to emotional attitude. Only by motivating students’ emotional attitude can students have the internal driving force of development. In the classroom teaching, when the “emotional attitude”between teachers and students can achieve harmonious resonance, it will create abundant vitality.

5. Formulating a New Teaching Evaluation Plan

Pay attention to the diversity and rationality of evaluation methods, and effectively carry out formative evaluation and summative evaluation.

The teaching evaluation of English course focuses on the students’ individual characteristics, learning effect and development potential through the process observation, monitoring, recording and evaluation of daily teaching and learning situation, and pays attention to the student"s learning process and growth experience. Therefore, the form of teaching evaluation should be diverse. Teachers should be guided by the core competence of English discipline, and work with students to design various evaluation activities according to the content of the activities. For the evaluation of special ability, teachers can use portfolios, network learning status data collection and analysis and other ways and means.

5.1 Displaying personal works

The purpose and significance of teaching evaluation determine the importance of formative evaluation. To this end, teachers should strive to integrate evaluation activities into every link of classroom teaching.

Teachers should show students’ learning works, normal tests and other achievements in time; this is not only the display of works, but also the affirmation of students’ usual efforts. So that students can see their own harvest. Invisible, it fosters students’ autonomy and self-confidence, and encourage them to participate in the class.

No matter the works on the wall or a speech to some students, it will give kids great confidence and recognition. So, displaying personal works is a great choice for students to develop their ability.

5.2 Portfolio and e-portfolio

The growth portfolio is an important form to show the students’ dynamic learning process, and epitomizes the students’ efforts in the learning process, the progress made and the learning results obtained. Growth archive bag usually in the form of folders to collect students’ representative learning results and reflection reports, etc., in order to facilitate storage, extraction and management, school can be encouraged to use Internet to establish electronic portfolios.

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