A Survey Study Of Integrative Evaluation Of High School English Teaching In The Context Of The New Curriculum Reform

In the past, English teaching evaluation method mainly depended on summative evaluation. Both students and teachers focus on the final exam and its scores to judge a student. In 2003, the General High Middle School English Course Criteria (Trial Edition) came into effect. According to it, "teachers should promote the combination of summative assessment and formative assessment and attach great importance to students'learning process as well as the final result. And evaluation should be improved". With the application of the General High Middle School English Course Criteria, questions appear whether it has been well applied to the assessment of senior English teaching and whether it really takes effects in practice. Based on reviewing the history of teaching evaluation theory and analyzing the concept of integrative evaluation and its main parts----diagnostic evaluation, formative evaluation and summative evaluation, a survey on the current situation of how the evaluation is carried out in senior middle schools in Tonghua has been made to answer the questions above. Various ways are adopted to make the survey more convincing, such as questionnaire, and interview. The result shows that there are some misunderstandings between theories and reality. Integrative evaluation has not been truly used to assess students'English learning. The statistics shows that there are some misunderstandings toward integrative evaluation in English teachers'mind and their practice. After data collection and analysis, the writer lists some problems that cause integrative evaluation not to be fully carried out. Some proposals to solve theses problems also be given. Although integrative evaluation takes much time and energy, the writer believes it is flexible and developing in nature. The limitations and perspectives are listed at last.