A Study On The Senior High School English Achievement Assessment' Situation And Strategies

In China, the new English Curriculum Standards for Senior School was issued in 2003 by Ministry of Education. The English Curriculum Standards emphasizes on developing the abilities of language use and provides specific curricular assessment content standards including language skills, emotional attitude, learning strategy and cultural awareness. Teacher achievement assessment is the key achieving approach of Curriculum Goals. This study does systematical research to some related issues by questionnaire investigation and interviewing survey and class observation on the current situation of teacher assessment. The subjects of questionnaire investigation are the 150 senior high students and 50 senior high school teachers from three high schools in Anshan city. Among these schools, one is the famous and core school .The teachers among it are most of head teachers and the students are most of the excellent students from the city or the native towns and countryside. The other two schools are the normal high school and the students and teachers are normal in achievements. After screening, the author chooses 145 students and 42 teachers as effective subjects. In order to acquire the information on the English class, the author observes 10 English lessons. In order to acquire further information, the author also interview 8 senior high school teachers from these schools and 2 teaching fellows. The investigation results show that teacher achievement assessments have some limitations on assessment functions, assessment standards, assessment contents and the assessment methods. In order to solve those problems, based on the Curriculum Criterion of English Teaching and summarized the latest development of linguistics and assessment theory, the author proposes a high school English achievement assessment framework for the English teachers, and also proposes the strategies of implementation. The High school English Achievement Assessment Framework contains : setting up comprehensive, multiple, developmental content of assessment, adopting flexible and diversified assessment methods according to different content and different assessment goals, designing detailed and clear standardized assessment level objectives, reporting the assessment result scientifically and continually. The strategies of implementation include establishing the implementation security system, implementation organization teams and English achievement assessment research teams.