Investigation Into The Integration Of Teachers' And Students' Performative Assessment On Spoken-English In Senior High School

Since the middle of 20th century, the Theory of Humanism and Constructivism has been very popular in the world, which emphasizes on emotional communication and self-actualization and students'principal part during the teaching process. Combined with the essence of these theories, New English Curriculum Standards pays more attention on it. As for traditional assessment on students'spoken English, we mainly focus on teachers'assessment for students and neglected students'role in spoken English assessment system. However, peers'assessment and self-reflection also play an important role in advancing students'spoken English ability, which should not be neglected. Thus, we should pay more attention to peers'assessment and self-assessment to improve students'spoken English ability.Taking the theory of Humanism and constructivism as the theory base, we do research on the feasibility of the integration of teachers'assessment, peers'assessment and self-assessment. By means of questionnaire, classroom-observation and interview, we have found out that even if teachers have the awareness of applying integrated assessing method to regular teaching of speaking part, they cannot find proper ways to measure students'oral English ability. Thus, this research creates a measure form to apply the assessment method, relatively speaking, which proves that teachers can apply the form in their regular teaching on the speaking part.Thus, as for the assessment system on senior high students'spoken English, we should pay much more attention on students'role during teaching process of speaking part and find out effective means to integrate teachers'assessment, peers'assessment and self-assessment, which will promote students'spoken English ability.