A Study Of The Effect Of English Classroom Assessment In 2+3 Normal School

Classroom assessment promotes reflection on both teachers’ teaching performance and students’ learning performance, as a means to achieve effective teaching and successful learning. In practical classroom assessment, teachers can adjust and modify teaching contents and methods by monitoring the extent to which students have mastered the knowledge and skills. Meanwhile, students can improve learning contents and objectives by using feedback information. However, summative assessment is still adopted in English teaching process within 2+3 normal school recently, and both students’ proficiency and teachers’ teaching quality are factually evaluated by marks. Under this circumstance, students merely memorize some isolated knowledge and recite grammatical rules, at the same time teachers are not supposed to decide teaching contents and methods according to the real condition. Thus how can classroom assessment be interwoven with the teaching and learning process? What should be done to apply classroom assessment effectively? The only solution to these problems is that an empirical study has to be undertaken on classroom assessment for English learning, so that the advantage of classroom assessment in promoting learning can be fully motivated.By adopting the previous research methods on classroom assessment for learning from home and abroad, this paper investigates the classroom assessment for English learning in 2+3 normal school. The paper aims to answer the following questions:1. How does classroom assessment influence teachers’ teaching attitude, contents and methods?2. How does classroom assessment influence students’ learning attitude, contents, methods and self-confidence?3. How can classroom assessment improve students’ English proficiency?The author has selected 11 teachers and 81 students as participants from a 2+3 normal school, where the author works. The instruments include assessment experimental materials, questionnaire, pre-test, post-test and classroom observation scales. The data of assessment experiment, two tests and survey of questionnaire are all analyzed by SPSS(19.0), applying some statistical procedures, such as Chi Chi-Square test, independent samples T-test, paired samples T-test, Frequency Count, ANOVA and so on. By means of qualitative and quantitative analysis, the research findings show as follows:1. The classroom assessment has a positive influence on teachers’ quality of teaching, teaching attitude, teaching objectives, the degree and depth of teaching, and the rate and sequence of teaching.2. The classroom assessment has a positive influence on students’ learning attitude, learning confidence, learning objectives, learning methods and the rate and sequence of learning, but has a negative influence on the learning materials and learning strategies.3. The result of experimental class in post-test has changed significantly in listening, reading, writing and total score respectively, compared no matter with that of comparison class or with its own in pre-test. As a result, the experiment demonstrates classroom assessment can improve students’ proficiency effectively.