Study On The Design Of Grammar Evaluation Tools In Senior English Based On Authentic Evaluation

Multiple-choice questions are still adopted as the main tool of evaluation in English classrooms in senior middle schools and in NMET of China.However,this standardized tool of evaluation does not conform to the requirements of "Curriculum Standard".,which calls for innovation in language evaluation.Authentic assessment,the latest development of course evaluation,emphasizes the authenticity of assessment tasks, and is commonly acknowledged as an ideal tool for evaluation of students' ability to use the language.However,little experimental research has been done in this perspective.In accordance with the requirement of "Curriculum Standard",grammar evaluation in senior middle school should adopt authentic assessment.Based on concepts and theories of authentic assessment and instructional design,this research developed a variety of assessment tools for teaching English grammar in Senior school in China.The present study started in September,2008,lasting one semester,with 4 classes in Grade 2 in a senior middle school in Liangshan County,Shandong Province as the subjects,two classes randomly chosen as the experimental group and the other two as the control group.During the research the experimental classes received instruction in authentic grammar assessment,while the control group proceeded as usual with no intervention of authentic assessment.The study mainly adopted questionnaire and test as the main techniques for data collection and SPSS13.0 for data analysis.The one-semester study seems to indicate that it is feasible to conduct authentic grammar evaluation in senior middle school grammar lessons,and authentic grammar assessment can help to promote students' ability to use grammar.The application of authentic assessment produced significant effect on the improvement of the ability of the subjects(p<0.005).This study shows that authentic grammar evaluation not only helps resolve the problems in current grammar evaluation,but also has practical value in cultivating students' ability to use the English language.However,as the experiment only lasted about half a year,there are still many problems yet to be resolved;the contents of pre-test and post-test are different and their relevance is very weak.In addition,the analysis of experimental data is not thorough enough,so this paper lacks depth from the angle of theory.This also,to some extent,undermine the persuasiveness of the article.