A Study Of Multivariate Evaluation In Senior High School English Teaching

With the implementation of the new curriculum reform, the problem of teaching evaluation has aroused people’s wide attention. Evaluation plays an important part in English course, and a scientific evaluation system is made of formative and summative evaluation. Multivariate evaluation which is a combination of formative evaluation and summative evaluation will become the main target of the new curriculum evaluation reform.While influenced by the traditional education view and the viewpoint of talent, at present, the evaluation methods of high school English teaching in our country are limited to the summative evaluation and the student’s score becomes the final conclusion of their study performance, meanwhile their learning process, emotional attitude, their values and ability are often ignored. Therefore, the traditional summative evaluation is not only unhelpful to motivate student’s learning interest, but also unhelpful to increase their confidence in English learning. And then it will have bad effects on the formation and cultivation of student’s learning strategy, such as cooperative study. Ultimately it is unbeneficial to the improvement of student’s English performance and the cultivation of their emotion, attitude and value. In addition to the summative evaluation, the scientific and reasonable teaching evaluation should also include the multivariate evaluation which focuses on the purpose of learning, pays attention to the learning process.So in the process of exploring the effective ways to implement the multivariate evaluation among high school students, the author mainly discusses the folloeing research questions: Can multivariate evaluation enhance the student’s self-confidence and increase their learning interest in English learning in senior high school? Is multivariate evaluation more conducive to the cultivation of students’ cooperative spirit, the active participation in teaching activities and the formation of good emotion, attitude and value? Is multivariate evaluation really helpful to improve high school students’ English results?On the basis of studying and learning from related studies of multivariate evaluation, the author makes an experimental research of it in a senior high school. Firstly, the author carries out a questionnaire survey and tests the students’ English proficiency through the pretest, to get a preliminary understanding of the students’ English learning situation. Secondly, the author tries to use the method of classroom observation, the portfolio and the interview to explore the effective ways to carry out the multivariate evaluation. Thirdly, after the experiment, the author once again offers a questionnaire, and another test to measure their English achievement then to analyze the students’ changes before and after the experiment. Finally, the author summarizes the main findings, and puts forward some inspirations and suggestions about this research to English Teaching in senior high school.The main findings of the study show that multivariate evaluation can greatly improve the interest and motivation of senior high school students in English learning; multivariate evaluation is helpful to improve students’ academic performance to a certain extent; the implementation of multivariate evaluation will help to improve the relationship between teachers and students, students and students. In addition to these,multivariate evaluation plays an active role for the students whose English foundation are poor, while the influence for another part of students who are very good at English is relatively small.Besides the advantages, the results of this study also show that the multivariate evaluation doesn’t play an obvious role in terms of using learning strategies and developing autonomous learning ability.