A Study On Application Of Diversified Assessment In The "Student-or Ientated" English Class At Primary Schools

Ever since the course reform, class teaching of English in primary schools is still influenced by the traditional teaching ideas. The class teaching is still dominated by the teachers, and the students lose the spirit of cooperation and exploration. However,the “Student-orientated” Education advocates the concept that, everything is for children. We should respect them and fully rely on them. We should also regard them as educational resources. Consequently, the “Student-orientated” Education comes into being in response to the concept of the new course.Nevertheless, there are inharmonious ways between Student Assessment in current basic education phase and concept of the new course, for example, the singularities in the subjects to be assessed, in the contents for assessment, and in the assessment methods and approaches. Such “single” Student Assessment ways ignore the difference between students, neglect development of their personalities, and kill their creativity. Thus, some education experts and scholars start to call for Diversified Student Assessment, to stimulate their enthusiasm and confidence by means of diversified assessment with an effort to drive their development in all aspects.This thesis combines the concept of the new course with the implementation and exploration of the “Student-orientated” Education, to stimulate the students’ enthusiasm and interest in English learning by means of diversified assessment, and change the case that the purpose of assessment is just to differentiate and sort students by their performance, and eventually put into practice the concept of the“Student-orientated” Education.This thesis is divided into five parts. Part 1 explains the background and significance of this study, and introduces its status quo at home and abroad. Part 2defines the concepts of “Student-orientated Class”, Student Assessment and Diversified Assessment, and presents the theoretical basis for this study. Part 3describes the practices of Diversified Student Assessment, and brings forward the nature and the implementation strategies of Diversified Student Assessment. Part 4carries out experimental study and questionnaire survey, collects and analyzes corresponding data, and sum up the result of study. Part 5 briefly concludes the contributions and shortcomings of this study.