The Establishment Of A Computer-Web-Based Multimedia CET Assessment Mode

Assessment is a key component in college English teaching, which has the functions of direction, encouragement and promotion, etc. A comprehensive, objective, scientific and fair assessment system is of vital importance to the achievement of the course goal. With the publication of the national College English Curriculum Requirements (For Trial Implementation) in 2004, the implementation of the new teaching mode called as "Computer-web-based Multimedia College English Teaching Model" has been called for. Trying to bring together traditional classroom teaching and web-based self-learning, the model is built on the basis of the use of computer, particularly network technology so that "English teaching will be free from the constraints of time or place and geared towards students' individualized and autonomous learning". Under the guidance of the new curriculum, the traditional assessment characterized by summative assessment has been questioned and challenged.In order to know the current situation of EFL assessment at university level in China, a survey among the college students and teachers in Lanzhou was conducted in the form of questionnaires and interviews. The statistical results of the survey indicate that there are some problems in the current CET (college English teaching) assessment. In particular, there exists such a phenomenon that the current CET assessment depend much more on summative assessment. Whether teachers or students themselves, they judge students' English learning ability only according to their marks in tests. This traditional assessment has not only ignored students' initiative, activity and creativity in learning, but also greatly dampened and restrained EFL teachers' enthusiasm for reforming EFL teaching methods and content. Meanwhile, it also fails to adapt to the new multimedia teaching model and the cultivation aim of students. Therefore, it is imperative to establish a comprehensive, objective, scientific computer-web-based multimedia CET assessment mode.In light of the above studies and surveys, we theoretically construct a multi-dimensional assessment mode based on relevant theories and principles, and the characteristics of computer-web-based multimedia teaching. This mode is characterized with the following four features: dynamic development of assessment, multiple participants of assessment, comparatively comprehensive contents of assessment and the diversified assessment forms and methods. Firstly, as far as dynamic development of assessment is concerned, the assessment pays attention not only to the learning outcomes but also to the learning process. The combination of formative assessment and summative assessment will bring about more opportunities for assessing. College English teaching assessment should be divided into diagnostic, formative, and summative assessment in terms of time and function, which make the assessment integrated into the whole teaching and learning activities. To prompt students to have meaningful learning, all assessment activities should guarantee the continuousness of time, or for a while, provide longitudinal information on individual development for participants of assessment. Secondly, in the part of participants, teachers, students, peers, etc are involved and their different roles are introduced. In particular, the role of the students as the main participants of assessment is emphasized. Thirdly, the contents of assessment include not only language knowledge and skills that is advocated in traditional teaching, but also learning strategies, affective attitudes, cultural competence, etc., which will play an important role in both improving students' learning and their humanistic qualities, and also cultivate their lifelong learning abilities. Finally, in the part of diversified assessment forms and methods, the author introduces various assessment forms and methods fit for computer-web-based multimedia teaching, which are very significant for advancing students' active participation in assessment and promoting their comprehensive development.On the whole, we have a tentative exploration of computer-web-based multimedia CET assessment mode theoretically, which still needs more perfection with either theoretical or practical significance. We hope the tentative attempt made in this thesis can serve as a basis for future research.