| The ESL Teaching evaluation is a process of gathering information for making decisions on ESL Teaching plan, classroom teaching as well as students' knowledge, abilities and qualities, etc. It is an integral part of the whole ESL Teaching and learning. According to different objects that are evaluated, it can be divided 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.In order to know the current situation of ESL Teaching evaluation in China, an investigation on it is necessary. Teachers and students are both the main subjects of ESL Teaching and evaluation, so 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 ESL teaching of China is made. From the analysis we can know that there are some shortcomings in the evaluation of students in ESL teaching in China. In particular, there exists such a phenomenon that the ESL Teaching evaluation has been replaced by mono-dimensional tests. These shortcomings have been done great harm to students' comprehensive development and improvement of ESL Teaching quality. Thus the establishment of an evaluation model aiming at promoting students' development 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, comparatively comprehensive objectives 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, the objectives of evaluation include not only language proficiency that is advocated in traditional teaching, but also learning strategies, affective attitudes, cultural competence, logical thinking ability, etc. The learning strategies and the affective attitudes will play an important role in both improving students' learning and cultivating their life-long learning abilities. The cultural competence is essential for students to enhance their humanistic qualities. Thirdly, in the part of diversified ways such non-testing ways are mainly introduced as observation, portfolios, Socrates 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 although they are scarcely used in practice now. 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 Socrates conference is beneficial to fostering students' reflective thinking abilities. The assessment by objectives can stimulate students to make greater efforts to achieve their goals, and so on. At last, a discussion of tests, especially of how to use tests in a formative way, is made.In order to ensure that the model can be effectively applied in evaluation practice, some suggestions are given. First of all, old concepts of evaluation should be changed and the new ones must be introduced, otherwise it is impossible to apply this model in evaluationpractice. In fact, language is not only a sort of knowledge and skill, but also a kind of ability and quality. He...
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