An Assessment Model Of Promoting Students' Development In Oral Proficiency

The foreign language teaching evaluation is a process of gathering information for making decisions on foreign language teaching plan, classroom teaching as well as students' knowledge, abilities and qualities, etc. It is an indispensable part of the whole foreign language teaching and learning procedure... In accordance with different objects that are evaluated, it can be arranged into evaluation of students, evaluation of teachers and evaluation of school administration. In this dissertation I mainly make a discussion on evaluation of students and propose a new model of promoting students' development of oral proficiency.In order to know the current situation of foreign language teaching evaluation in China, an investigation into it is of great necessity. Teachers and students are both the main subjects of foreign language teaching and evaluation, therefore a questionnaire for them respectively is handed out. Based on the statistical results of the investigation and the research fruit of some scholars, an analysis of the current evaluation situation in FLT of China is made. From the analysis it can be known that there still exist some shortcomings in the evaluation of students in FLT of China. In particular, there is such a phenomenon that the foreign language teaching evaluation has been replaced by mono-dimensional tests. These shortcomings have been done great harm to students' comprehensive development and improvement of foreign language teaching quality. Thus the establishment of an evaluation model aiming at promoting students' development of speaking proficiency is of great value because it can contribute to finding a solution to the above problems.The evaluation model is mainly constructed theoretically in this dissertation. It is characterized with the following three features: multiple active participants, Evaluation without tests to promote proficiency language learning and diversified evaluating ways. Firstly, in the part of participants, teachers, students, parents, peers, company managers, etc are involved and their different roles are introduced. In particular, the role of the students as active participants of evaluation is emphasized. Besides this, teachers and parents should coordinate in the evaluation of students, which can assure that students' behaviors in school as well as at home are all considered in the evaluation. At the same time, the advice of company managers should be properly taken, which can assure that students will better meet social demands in the future. Secondly, in the part of diversified ways such non-testing ways are mainly introduced as observation, portfolios, Conference, assessment by objectives, questionnaires, interviews and journals, for they are very significant for advancing students' active participation in evaluation and promoting their comprehensive development. The observation is a good way for teachers to have a formative evaluation of students. The portfolios can build a bridge between teachers and parents. The conference is beneficial to fostering students' reflective thinking abilities and so on. At last, a discussion of tests, especially of how to be good tests in a formative way, is made.This dissertation consists of five chapters altogether and they are organized asfollows:Chapter I is an introduction to foreign language teaching evaluation. The aim andthe main contents of the thesis are also given in the chapter.Chapter II introduces the development of evaluation of students including a literature review and the recent development. Besides, an investigation on current situation of foreign language teaching evaluation in China is carried out.Chapter III is the most important part of the dissertation. An evaluation model that focuses on promoting students' development in oral proficiency of FLT is designed. Chapter IV provides some suggestions on application of the model. These suggestions consist of the changes of concepts, the scientific interpretation and the appropriate feedback.Chapter V serves as a conclusion of the dissertation.