A Study Of English Teaching Evaluation In Junior High School

Classroom evaluation can act as a lever to move schools away from thedelivery-of-facts model to a new paradigm in which students are active learners andquestioning thinkers. A variety of English classroom evaluation promote reflection onboth a teacher’s teaching performance and a student’s learning performance as a meansto develop and improve themselves constantly. We need all kinds of information suchas student achievement, student behavior, student attitude toward school or themselves,student goals and needs concerning the outcomes of English learning, student learninghabits, learning styles and strategies to evaluate students and to improve the chances ofeducational success. Students’ progress is a shared responsibility between teachers andlearners.Classroom evaluation is a process of gathering and organizing information tohelp teachers make classroom decisions. The purposes of decision making, includinggrading students, identifying and diagnosing student problems, planning and carryingout instruction, placing student in groups, and maintaining the classroom as awell-organized social setting, is to make sound choices that will improve Englishteaching and enhance English learning. Based on the target of evaluation, we have manykinds of evaluation: formative evaluation, summative evaluation, diagnostic evaluation,authentic evaluation and so on. We also have student self-evaluation, teacher evaluation,and collaborative evaluation. In the whole language approach, instead of transmittinginformation based on a pre-determined curriculum and textbooks, the teacher providesan environment where both teacher and students have input into the nature of each day’splans and activities. The student’s role changes from one passive absorber ofinformation to one of active, self-directed learner and evaluator. The student becomes acritical, creative thinker who analyzes and applies facts rather than just repeat them.Classroom evaluation tools measure a student performance and/or learningwithin the context and will be performed and allow students to demonstrate or share their learning with others. The tools include observations, portfolios, conferences anddialogue journals. The information collected by teachers includes homework,worksheets, projects, structured performance observations, classroom behavior etc.There are three characteristics of information: practicality, reliability and validity. Inclassroom evaluation, multiple intelligences theory plays an important role in which weare able to see students as individuals with different advantages in different areas. Weneed to enhance the communication between teachers and emphasize the awareness ofthe consistency of student learning. We should also see the connection between coursesand be able to go beyond all forms of evaluation.