Studies On Non-Testing Assessment In High School English Classroom And The Effects On Studnents' Learning Interest

Assessment　is　one　of　the　important　aspects　in　EFL　teaching.　Scientific　assessment　is　an　important　guarantee　to　realize　the　course　target　and　to　improve　the　students'　synthesizing　ability　of　language　application　and　the　development　of　their　characteristic.　But　our　popular　assessment　tool　—　examination　dividing　or　ranking,　cannot　completely　explain　a　students'　learning　standard,　while　scores　also　cannot　completely　and　strictly　tell　students'　current　education　process.　This　kind　of　assessment　neglects　students'　studying　process　and　their　daily　performance,　as　a　result,　a　large　number　of　students　cannot　see　their　effort　achievements　and　evaluate　themselves　correctly,　feeling　anxious　and　depressed,　being　afraid　of　English　studying　and　tests.　Such　negative　emotional　attitude　has　perverted　their　development　of　learning　ability.　It　doesn't　meet　our　country's　ideal　education　target:　Character　education　and　Life-long　education.　Therefore,　the　reformation　should　be　done　immediately.　This　makes　the　position　of　non-testing　assessment　get　affirmative　in　the　evaluation　system.　This　assessment　means　ensures　the　place　of　classroom,　by　using　which　the　students'　learning　autonomy,　capacity　and　creativity　could　be　fully　developed　and　also　their　learning　interest,　ignition,　and　self-confidence　could　be　improved　greatly.　　　According　to　the　social　constructional　theory,　gaining　knowledge　is　a　process,　not　a　final　result.　Evaluation　system　includes　two　aspects:　testing　assessment　and　non-testing　assessment.　The　later　one　emphasizes　language　teaching　process,　not　only　pay　attention　to　the　student's　study　result.　Non-testing　Assessment　withdraws　information　from　the　students'　daily　behaviors.　It　collects　the　students'　usual　study　performance,　the　teachers'　teaching　and　classroom　atmosphere,　etc.　to　help　the　teachers　be　aware　of　the　students'　need　and　study　in　order　to　come　up　with　proper　decision　and　to　increase　classroom　efficiency.　With　proper　application　of　non-test　assessment,　investigating　the　student's　whole　study　process,　we　can　make　our　students　continuously　experience　progress　and　success,　establish　their　self-confidence,　and　promote　their　language　ability.　　Nowadays,　many　vocational　schools　and　teachers　still　know　little　about　non-testing　assessment;　it's　still　a　new　topic　for　them.　Up　to　now,　although　quite　a　few　domestic　and　international　scholars　studied　certain　methods,　we　still　don't　fully　understand　its　real　meaning,　aim　and　specialties,　and　the　way　to　operate　it.　According　to　the　second　language　acquisition　theory,　the　study　tries　to　find　how　to　influence　students'　learning　interest　by　making　use　of　non-testing　assessment　in　teaching.　In　order　to　confirm　the　study,　40　students　were　selected　from　Grade　2003　of　Vocational　School　Attached　to　Liaoning　Normal　University　as　the　sample.　The　students　were　required　to　answer　the　same　questionnaire,　which　concerns　learning　interest,　learning　ability,　learning　strategies　and　attitude　to　test,　before　and　after　the　study.　The　result　provided　that　the　usage　of　non-test　assessment　can　promote　the　interest　of　students'　learning,　that　is,　the　evaluation　method　makes　students　feel　much　more　relaxed　and　confidence　in　class.　Therefore,　a　number　of　students　show　more　interest　and　active　attitude　towards　EFL　learning,　which　results　in　much　better　grades.　That　is,　comparing　to　the　traditional　assessment,　Non-testing　Assessment,　which　pays　close　attention　to　the　study　process　than　scores,　can　increase　students'　learning　interest　and　promote　the　students'　self-confidence.　It　can　improve　the　students'　ability　of　independent　study　and　self　–　control.　With　it,　students　can　seek　their　own　study　style　and　valid　study　strategy.