An Evaluation Practice Of Promoting Students' Development In High School English Teaching

Based on an investigation carried out to know the current situation of the assessment in high school English Teaching and Learning, in the dissertation an assessment model is established and implemented, aiming at promoting students' development.The assessment model is characterized with the following three features:Multiple active participants. Teachers, students, parents, peers, etc. are all involved and their different roles are introduced, with the role of the students as active participants particularly emphasized.Comparatively comprehensive objectives. The objectives of assessment include not only language proficiency that is advocated in traditional teaching, but also learning strategies, affective attitudes, cultural competence, logical thinking ability, etc.Diversified evaluating ways. Besides the traditional summative assessment, formative assessment tools like Portfolios, Project can be applied in the English teaching. Some non-testing ways introduced as observation, questionnaires, interviews are also included.In a word, this model focuses on student-centeredness and process-centeredness, aiming at promoting students' comprehensive and harmonious development.After the practice of the model, a conclusion is drawn that it does the positive effect on the promotion of the students' development. Suggestions are given as well:First of all, all the participants need to change their old concepts of the assessment, otherwise it is impossible to apply this model in the assessment practice.Secondly, the assessment should be implemented in a practical and effective way. Teachers should choose suitable ways of assessment according to the real situation of high school English teaching.Thirdly, feedback is the last step of assessment and appropriate feedback usually plays a decisive role in the successful evaluation work. Therefore, Teachers should pay more attention to ways, time, amount and language of feedback and try to appropriately convey information from interpretation of the assessment results to students to make it have a positive effect on their learning.