The Exploration Of Classroom-based Evaluation For Englishin Middle School In Middle School

It has been more than three hundred years since classroom–based teaching appeared. During this period, the researches for classroom-based evaluation have never stopped. Educational evaluation is one of the three major subjects of modern educational science and research. But at present, the main way of evaluating students in our country is by paper-and-pencil tests, the way to decide whether a student will continue to learn or not just depends on his/her scores obtained in the tests.The subject of this thesis is the study of classroom-based evaluation for English in middle school. With the further reform on teaching and elementary curriculum, people are trying to explore the classroom-based evaluation. It can be seen that the exploration of this subject can match with the need of the English teaching and has the realistic significance for giving the valuable information to researchers in this field.The reasons for the author to explore classroom-based evaluation are mentioned. On the one hand, the author, according to her teaching experience, discovered that the traditional evaluation system was over simple and could not make an objective and scientific evaluation to students. On the other hand, the author randomly made an investigation of 87 subjects (85 students, 2 teachers), the results of investigation and interview show that most students and teachers hold negative answers to the traditional evaluation system and have the idea of reformation.The author, drawing inspiration from the new curriculum theory, multiple intelligences theory, constructivism, humanism and language testing theory, enters an envision to multipurpose use of formative evaluation, diagnostic evaluation and summative evaluation based on the author'teaching experience and the results of questionnaires and interviews. Then the author distributes the integrated model to previous 87 students and teachers for gaining their opinions. As a result, most of the students and teachers think that the model can be conducted in English classroom teaching because of its feasibility and scientific character and it can certainly promote the development of the quality-oriented education.The result of study tells us that teachers can't get enough and effective information about teaching only by one kind of evaluation. Different kinds of evaluations are used to evaluate different contents for different goals. So the result of evaluation obtained from only one kind of evaluation is incomplete and it will hinder the students'all-round development. So the educational evaluation should improve educational quality at the prerequisite of attaching importance to formative evaluation and integrate it with other two kinds of evaluations. It can promote teachers to adopt the appropriate teaching theories, form the correct teaching methods and promote students'all-round development and give support to the reform in curriculum and teaching of both primary and middle school.This thesis consists of six chapters. Chapter One is regarded as Introduction. Chapter Two, entailed the topic of"Why do we want to discuss the classroom-based evaluation", discusses the advantages and disadvantages of the traditional evaluation system. In Chapter Three, the theoretical bases for the construction of evaluation are listed. In the Chapter Four, two kinds of methods (questionnaire and interview) are proposed for collecting the related information from teachers and students. Chapter Five discusses how to conduct three types of evaluations in teaching. Chapter Six proposes four suggestions serving as the conclusion.