The Study On Problems And Solutions Of English Teaching Evaluation In Vocational School

Evaluation of teaching is an important factor in the teaching of English. How to properly use teaching evaluation plays an important role in improving the quality of teaching. Thence in recent years the real issue of the reform of English teaching is about the reform of the evaluation of English teaching in China. English curriculum at current China's vocational schools is undergoing significant changes; the guiding principle is the emphasis on overall development of students through high quality education; and its core is the emphasis on students themselves who can obtain the practical skills and be innovative. It builds the foundation for their learning and development for life. The principles in teaching emphasize to focus on students, to develop their abilities to comprehensively use language, to respect the students'personality and emotions, and to proactively lead students to set up their learning plans and strategies in the completion of their studies. Therefore, the demand for English teaching is very high and the choice and reform of teaching methods are very critical. Meanwhile, the demand for evaluation of English teaching is becoming much higher.This paper reviews the status of domestic and international researches in education evaluation. Meanwhile, it also introduces the content, features, principles, and methods in the evaluation of English language teaching. Author discovers the existence of un-ignorable issues in current evaluation of English teaching at vocational schools based on a wealth of theoretical knowledge and significant investigation. The issues include the evaluation of the "teaching" on teacher's side and the "learning" on student's side. In the evaluation of the "teaching", too much emphasis was put on teaching skills of teachers in classroom but the actual results were ignored. It results in the classroom teaching of some teachers unpractical, the ignorance of students' level and integrity of teaching objectives, and contrary to the quality of the basic principles of education. It also resulted in the evaluation of a single classroom instead of the overall classroom teaching. Therefore, the evaluation had less scientific value. In the evaluation of the "learning", teachers over-relied on summative evaluation and neglected the use of other evaluation methods.The author presented the countermeasure studies to the two issues mentioned above. First, the evaluation of the "teaching" from teachers which includes:(Ⅰ) To establish a scientific and advanced concept in teaching evaluation and to use suitable and appropriate evaluation methods; (Ⅱ) To actively conduct teacher self-evaluation; (Ⅲ). To continue carrying out evaluation by students; and (Ⅳ) To treat evaluation results seriously and take corrective actions. Second, the evaluation of the "learning" from students which includes:(Ⅰ) To take a combination of a variety of teaching evaluation models instead of a single summative evaluation; (Ⅱ) To combine students'self-evaluation and mutual evaluation and (Ⅲ) To use a portfolio assessment method.