Evaluation Of Learning Process In English Reading

Traditional approach is summative and product-oriented.It emphasizes the result of learning and overlooks individual differences of English readers in the leaming process.Therefore,the thesis advocates evaluating the learning process in English reading.This evaluation emphasizes the cognitive and affective factors and students' implementation ability in order to help teachers in adjusting instructional plan of English reading class and to activate students to make progress in their learning of English reading.The thesis is comprised of five parts.In the first part,the author will review the literature concerning the history of development of evaluation.By analyzing theories of evaluation in four important periods,the author makes it obvious that the paradigm of evaluation tends to focus on the process.The second part will analyze its theoretical background.Multiple-intelligences theory,constructivism,and postmodernism are responsible for its formation.The third part is about the concepts of the evaluation of learning process.Firstly, by comparing the connections and differences among measurement,test and evaluation,the thesis makes it clear that evaluation is focusing on assessing the values of information collected from the learning and teaching process.The important information includes not only the result of learning but also the process in which students show various individual differences.Then,the thesis points out that the nature of the evaluation of learning process is an integration of learning motivation,learning process and learning product.The fourth part of the thesis will centre on analyzing the learning of English reading from the cognitive and affective perspectives:firstly,the process of English reading is both interactive-compensatory and constructive,so the evaluation should include not only students' linguistic knowledge and background knowledge but also their ability of integrating the bottom-up and top-down models to get information;secondly,the thesis provides the classification of knowledge and skills in reading;thirdly,it highlights the affective factors in the learning of English reading by analyzing the effects of attitude and motivation on the learning of reading.The fifth part is devoted to designing the evaluation of learning process in English reading. The objective of this evaluation has three aspects:cognitive objective, affective objective and implementation objective.The evaluation tools include observation,journals and portfolio.Then the author divides the tasks of evaluation into two types:tasks of evaluating reading comprehension and tasks of evaluating students' appreciation and implementation.Both types of tasks highlight the learning process in English reading.The second type of tasks,particularly, emphasizes the cognition,affective factors and the ability of flexibly implementing reading into real-life evaluation tasks with related abilities. In the last part,the thesis presents the problems to be solved in the future research and in the end, the thesis reemphasizes that the evaluation of learning process in English reading is aiming at improving students' learning of English reading by emphasizing the individual differences in the learning process.