Chinese EEL Learners'English Language Competence Assessment

In the current wave of education reforms sweeping through the world,strategies for cultivating students' competence and improving the core competitiveness of students in the international community are highly valued by those in the world's professional education circles.With irreplaceable status and role,foreign language competence as the basic component of learner achievement assessment and the core form of realization has become a common concern for educators around the globe.As such,it is one of the key educational issues of modern times.It is vital to integrate the role of assessment and promote foreign language competence to address the urgent need to study the propositions of our era.This study takes the definition of language competence,assessment,education policy as the starting point and elevates the assessment of students' foreign language competence as the mainline focus.Based on the existing foreign language competence framework and assessment mechanisms,both at home and abroad,this paper examines the composition by means of literature analysis,questionnaires,and interviews.Through the analysis of foreign language personnel training and the corresponding assessment system,as well as the national level of language assessment of the security mechanism and operational system,the goal of this research project is to provide substantive and practical advice to professional educators,school administrators,and policy makers.This study is an exploratory deliberation on the English competence in the background of basic education "comprehensively deepening curriculum reform and implementing the fundamental task of morality education".This paper aims to sort out the relevant research on the assessment of language competence conducted in China and in foreign countries.A chief goal is to broaden the pragmatic research objectives of linguistic competence,and to promote the development of English in our country based on previous working studies.In the context of cultivating key competencies,and within the scope of the current English college entrance examination system reform and other major national education decision-making of the time,the English assessment of this focus and difficult problems of a docking research are cutting-edge,urgent,and groundbreaking.This study suggests that the current English education objectives in China should not only focus on improving the students' listening skills,reading comprehension,writing and speaking skills,but also their language application dexterity,cross-cultural communication ability,problem solving skills,critical thinking,capacity for innovation,and learning aptitude;as well as other key areas of competence(Key Competency)to give substantially more attention to these broader assessments.In order to construct a logical and reasonable assessment of English competence,this study does not rigidly adhere to the theoretical research,but rather lends pragmatic significance to the exploration concerning the application of theory based on the assessment of English as foreign language competence in teaching such that the results of English competence assessment research becomes and gains more practical importance,worthy of meaningful consideration.This project attempts to address and answer the following three research questions: First,what is the current policy for English competence assessment in primary and secondary schools? Second,what is the status quo concerning the assessment of English competence in primary and secondary schools? Thirdly,how to construct the assessment system to appropriately measure English competence of primary and secondary school students based on the key competencies of English language discipline? In the empirical research stage,the author uses a qualitative and quantitative hybrid research method of student questionnaires,teacher questionnaires,teacher interviews,and expert interviews to collect and compile the data of the questionnaires and interviews to present the current situation of English competence assessment in primary and secondary schools in China.According to the research concept and analytical framework,why assessment and how to assess are relevant to the known and existing problems regarding the assessment of English competence of primary and secondary school student in our country,from the five dimensions of the assessment of English competence to provide appropriate feedback and suggestions to primary and secondary schools.This study attempts to regulate the results of the combination of analysis with the results of the study of the domestic primary and secondary school English competence assessment policy and foreign well-known educational assessment project implementation methods,to put forward the policy recommendations for the assessment of English competence in primary and secondary schools throughout China:(1)To build a practical system for the establishment of an integrated teaching,learning and assessment;(2)To cultivate students' key competencies with a focus on the future;(3)To lend attention to multiple dynamic assessment methods;(4)To strengthen the supervision and incentives of an expanded assessment to promote positive effective actions.This study argues that our English competence assessors and policy makers should strengthen communication with the first-line English teaching schools,especially the school administrators and teachers,to convey their assessment policies and make them as clear as possible.The national education agency,provinces,districts,and schools need to work together,to provide education resources to support early English education in the rural areas and especially in areas of poor English teaching conditions,to ensure fairness and equal opportunity for all students.Schools need to attempt to provide teachers with on-the-job training opportunities,to provide students with the opportunity to improve their English language skills early,and on a continuing basis,to promote the improvement of teachers' assessment of quality;to strengthen the communication between teachers in areas such as teaching exchanges,mutual observation,and learning,et cetera.Teachers should take the initiative to deepen their reflection and become learning aware.The support for rural education and policy should to be further agitated,shaken-up,and improved.Education decision-making departments and agencies should strengthen the educational framework and assessment objectives of the study,to make it clear,specific,and easy to put into practice,with a focus on multiple intelligence,to tap the diversity of students' wisdom.Every student has learning potential,and it is unacceptable practice to allow a student to be left behind due merely to regional or local circumstance.It is important to pay attention to assessment.It is not only beneficial to the teaching practice,but also to help solve the problems encountered by the first-line teachers in the classroom to elevate and support higher achievement in all areas and locales.The education departments should set up the practical platform in a timely manner to help solve the problems encountered by the teachers on the front-line.Because of the differences in the opening time,course setting,and teaching methods,there should be a difference between the local district and the school.In the assessment content,the teachers should choose a rich and individualized way to stimulate the students' interest in primary school.The assessment and appraisal is the better,more tangible,and pragmatic way than to simply test.This suggestion,to prefer perceptible,palpable assessment,above the use of oversimplified tests,is much more discernible and desirable.Such an approach and guiding philosophy is the inexorable essence and core determination of this research.