Problems Of English Assessment Tools In Practice In Senior High School And The Suggestions For Amendment

According to the gradual and deep development and spread of the new curriculum in English fundamental education in China nowadays, as one of the most important links in English teaching practice, assessment mechanism is studied and valued by more and more researchers in fundamental English education in China. In the process of the reform of the new English curriculum, the new English curriculum shows an explicit and specific guide and instruction, not only on the English system, but also on the briefs of assessment, the methods of assessment, the assessment tools and the like. Scholars are studying and teachers are trying, but there is a big problem that the briefs of assessment guided in the new English curriculum could not be identified as well as in real teaching situation, which many phenomena could indicate. And one of the typical phenomena is that there are several problems when the tools of English learning assessment are used in real teaching situation in senior high school. At present, the assessment tools are not quite systematic, complete and lack of effective practice. And the new English curriculum does not give an explicit and delicate standard on the manipulation of the tools of English learning assessment, such as the norms on how to use the tools effectively and correctly, or how to realize the combination of theories and real practice of the tools of English learning assessment, etc. Therefore, it causes many problems of the tools of English learning assessment in real practice in senior high school. The aim of this thesis is to research and explore the real situation that the tools of English learning assessment are used and the problems when the tools of English learning assessment are used in real teaching situation in senior high school through several investigations and researches. Then based on the real investigation data, there are several suggestions given in this paper to try to improve present tools of English learning assessment in senior high school.In order to deeply understand the problems of the tools of English learning assessment in real practice, first of all, people should study and understand concepts and theories related to English learning assessment comprehensively and systematically. Therefore, after having raising the questions in the first section of the paper, in the second section the author introduces the concept of English learning assessment, the intention of English learning assessment, the contents of English learning assessment, the methods of English learning assessment, and the three main value orientation of English learning assessment, that is, the multiple-intelligence orientation, the constructivism orientation and the humanism orientation. Based on the theories of the three important educationists, the author mainly introduces the views of assessment of the three theories and the enlightenments that could be attained from the views of assessment of the three theories. In the third section the author introduces the concept of the tools of English learning assessment and the types of the tools of English learning assessment in detail, including 9 basic tools of English learning assessment and 6 new tools of English learning assessment. Meanwhile, in order to understand the usage of the tools of English learning assessment deeply, the author analyzes and concludes the use-principles of the tools of English learning assessment and the real and practical situation...