Assessment In The Computer-and-classroom-based Multimedia College English Teaching Model

Assessment plays an integral role in the English learning process. Due to the wide-spread dissatisfaction with the English teaching mode, especially the assessment mode, efforts to reform and restructure the language learning system have focused attention on the role of assessment in the improvement of language learning. It was proved by the survey among the college students in Fuzhou that the majority of students aimed the traditional English assessment as the final target of their English learning and the traditional assessment is widely blamed as the barrier to the improvement of students' language ability. Additionally, the student-centered philosophy and autonomous English learning facilitated by the computer and web technology call for the reform in the assessment system. So does the newly-issued College English Curriculum Requirements. In this thesis, the author aims to create a new mode of assessment in the computer-and-classroom-based multimedia college English teaching model. The subjects of the study were 160 first-year non-English majors from all the departments, including Chinese Department, Geography Department, Chemical Department, Education Science and Technology Department. 80 of them made up of Class A which is in the new mode of teaching and assessment. The subjects in Class A were provided with the free access to the intranet where abundant resources of English learning are offered. With the help of the computer and web technology, the author constructs the portfolio assessment consisting of learning journal, classroom observation, peer assessment, self-assessment, online record and computer-assisted assessment. After one-year English learning, the author finds that the group in the new mode of assessment has more interest in English learning than that in the traditional one. The rest constituted Class B which had the traditional teaching and assessment method. The CET-4 was adopted to evaluate the students' language proficiency before and after one-year study. The figures were put into the SPSS to find out the difference between the two groups. After one-year trial, another survey was conducted centered on the effects of the new mode of assessment to inform the researchers of the students' attitudes.