A Survey On The Implementation Of Integrating Teaching-learning-assessment In Senior High School English Reading Teaching

The integrating teaching-learning-assessment is one of the eight teaching suggestions proposed by the English Curriculum Standards for General High School(2017 Edition,2020Revision).Teaching,learning and assessment are three aspects of teaching activities,so teachers should deal with the relationship among the three and pay attention to the integration of the three.However,there has been less research related to the implementation of integrating teaching-learning-assessment in English reading teaching,so this paper explores the implementation of integrating teaching-learning-assessment in senior high school English reading teaching.Four high school English teachers and the four classes they taught in Nanning X Middle School were selected as the subjects of this study.The theoretical basis are Bloom’s taxonomy of educational objectives,backward design,and formative assessment.Based on the above,this study attempts to answer the following questions by classroom observation and interview:(1)How is the implementation of integrating teaching-learning-assessment in senior high school English reading teaching?(2)What are the characteristics of the implementation of integrating teaching-learning-assessment in senior high school English reading teaching?The major findings are as follows:(1)In terms of implementation situation,the number of steps that met the integrating teaching-learning-assessment in the twenty reading lessons observed reached over 57%,indicating that most of the lessons basically conformed to the integrating of teaching-learning-assessment,but there were still teaching steps that did not conform to the integrating teaching-learning-assessment.(2)In terms of implementing characteristics,which are summarized by three dimensions from teaching objectives,teaching activities and assessment activities: from the presentation of teaching objectives,teachers design teaching objectives with a low level of describing behavioral verbs,and there are also behavioral verbs that are not operative.From the implementation of teaching activities,there are more activities of learning and understanding,and fewer activities of applying and practicing and transferring and innovation.From the implementation of teaching assessment,the assessment strategies are based on questions and feedbacks,and the assessment feedbacks are not specific enough,and the teachers’ assessment awareness is not high enough.Based on the findings of the study,the following suggestions are proposed: Teachers should standardize the statement of teaching objectives which should be achievable,operational and testable;guide students to study the discourse based on the activity-based approach;focus on the role of formative assessment and improve assessment literacy.