The Study On Oral Communicative Competence Evaluation Of Students In Grade Seven

Currently, the main form of academic achievement evaluation is exam, and the carrier of the test is a test paper. However, no matter what kinds of the Chinese test paper consist of basic knowledge, reading and writing, but oral communication is always absent. Because of absence, it is difficult to arouse the attention of teachers and students, also can’t provide feedback for oral communication teaching. So, students’ oral communicative competence can’t make a breakthrough. The best way to change the status quo of oral communication is to develop an independent oral communication assessment scheme.Based on such background, the thesis adopted the method of literature research, questionnaire survey, trying to compile a set of complete oral communicative competence evaluation scheme for students in grade seven, and put the evaluation scheme into practice by empirical approach. Then, it analyzed data on the multiple perspectives.Finally, it fed back the results of evaluation to participants.Firstly, this thesis grasps oral communicative competence evaluation on the whole perspectives. It discussed the intension and extension of the oral communicative competence, and the necessity of carrying out oral communicative competence evaluation, thus affirming the value of this evaluation. Reading oral communication goals of the fourth period from "The Chinese Curriculum Standard for Full-time Compulsory Education"(2011 edition), determined what level the grade seven students’ oral communicative competence ought to be. This level can be the basic of the measurement index system.Secondly, oral communicative competence evaluation scheme and tool design were described in detail. In this chapter, it determined that the evaluation is a formative assessment implemented by students themselves, peers and teachers for the purpose of "improve" and "development". Selection of question types and materials are given full considerations or investigations. Measurement index system are designed under the principle of "loyal to level ought to be" and "easy to score and operate". In addition, as a result of what has been discussed above, two sets of test paper were presented in this chapter.Thirdly, after completing evaluation scheme and tools design, this thesis described the process of the implementation of evaluation in brief. It illustrated the process and the specific operation carried by students themselves, peers and teachers, and made certain provisions for the collection of data and information.Fourth, this thesis analyzed data and information in multiple perspectives after finishing evaluation. Analyzing scores in whole, it is found that the evaluation is’ t difficult, the student’s overall performance is good, sample has certain representativeness because of closing to the normal distribution. Analysis of the difference of three kinds of evaluation subject found there is difference between them, but no significant difference in nature. Analyzing the scoring average of index and standard, it reflects the common problems of the students in oral communication. Analysis of case data shows individual differences. Analyzing the questionnaire completed by students, it indicates the feelings of participation in this oral communicative competence evaluation. Also, carrying out meta-evaluation for assessment scheme and implementation contributes to improving scheme and operation.Fifth, assessment results should be used to guide practice. This thesis takes opinion that the results should be fed back and feedback should be used to improve practice. According to meta-evaluation for assessment scheme and implementation, the thesis put forward suggestions for improvement. According to common problem of oral communication reflected by the scoring average of index and standard, the thesis drew up targeted teaching plan. Individual training plan was made according to the case data. In this way can we play the function of assessment—— "improvement" and "development".