Practical Research On The Theory Of Multiple Intelligences In The Evaluation Of Primary School English Students

English is a required language skill for world citizens in the increasingly globalized communities.China has attached great importance to the education of English and issued several policies as so to reform education and cultivate local talents with international vision and Chinese cultural perspectives ever since its Open-up and Reform.Assessment is to endow the object with values.Essentially,it is a psychological construction.However,in the practical situation of primary/middle school teaching,assessment is still equal to standardized tests and rankings based on the outcomes of those tests.The ideal of education seems too fantastical,for assessment is the actual conductor of education.The reform of education is not likely to obtain practical deepening unless the assessment is changed.Therefore,the proposition of"assessment is education" does not make least sense.After four generations of changes,the assessment theory has transformed from the initial measuring paradigm to the present constructing and humanistic paradigm.The theory of multiple intelligences transcends the intelligence of measurement psychology,which is the result of intelligence test——IQ.In this sense,the theory expands the concept of human intelligence and endows intelligence with cultural meaning,and gradually the focus of teachers and parents is shifting from traditional mathematical and logic intelligence and language intelligence to other types of intelligences.Thus,more comprehensive understanding of intelligences and the"people-oriented" nature of education is achieved.Both educators and parents better understand the aim of education——which is to promote all-round development of people——and advocate the reform of assessment practice.Based on the theory of multiple intelligences,this paper attempts to construct a practical framework for the assessment of primary school English learners from four aspects,namely,assessment communities,content,environmental support and methods.The thesis consists of the preface and four chapters:the preface introduces the background and significance of the research,the domestic and foreign related research and research methods;the first chapter generally describes the assessment on English learners in primary school from the perspective of the theory of multiple intelligences;the second chapter describes the survey of assessment on English learners through classroom observation and interviews;the third chapter constructs the practical framework of primary school English learner assessment from the spheres of community(students,teachers and parents),content(Intelligence-oriented assessment),environmental support(external environment and internal environment)and assessment methods(quantitative assessment and qualitative assessment,diagnostic assessment and formative assessment and summative assessment,self rating and other rating);the fourth chapter summarizes the whole text,and discusses the abuse of multiple intelligence theory in the practice of student assessment,and tries putting forward some suggestions.The theory of multiple intelligences provides a theoretical support for the assessment of contemporary education from the measuring paradigm to the humanistic and constructive paradigm,and provides practical guidance for the assessment of primary and secondary school students as well.Applying the theory to the practice of primary school students’ English assessment and constructing an appropriate assessment framework will help to exert the positive function of assessment and promote the all-round development of students,so as to promote the realization of the aim of education.