Study On English Teaching Assessment In Higher Vocational And Technical Colleges

At present,although there has been great achievements in English teaching in higher vocational and technical colleges,has achieved some achievements,it still can not meet the requirements of China's modernization.There are various reasons,among which is the lag in English teaching assessment theory research and practice in higher vocational and technical colleges.Thus,the author chooses English teaching assessment in higher vocational and technical colleges as as the subject of this paper with a view to provide the researchers on the similar subjects with some reference.Firstly,the author studies the status quo of English teaching assessment in higher vocational and technical colleges through literature review.It is found that the current research on English teaching assessment is mainly focused on the assessment of college English teaching or basic English teaching in secondary schools,and there lack influential research results on the assessment of English teaching in higher vocational and technical colleges.Most of the study belongs to the summary of individual experience,there lack academic research and empirical research.Most of study has similar perspective and content,being confined to the assessment of the absorb of specific English language knowledge and teaching methods.There lack assessment based on the needs of students.There lack assessment based on the practicality and occupation content of English teaching in higher vocational and technical colleges.In addition,the author clarifies the connotation and research scope of English teaching assessment in higher vocational and technical colleges through the literature review.Furthermore,the author finalized the guiding theory of English teaching assessment like system theory,constructivism theory and multiple intelligences theory.Secondly,the author studies the problems existing in the assessment of English teaching in higher vocational and technical colleges in China through questionnaire survey.The problems are as follows.There lack adequate assessment policies,good idea on assessment value,various assessment subjects,various assessment methods,various assessment objects and other issues.This kind of assessment neglects listening and speaking,reading and writing and other language skills assessment,ignoring the assessment of the students' cross-cultural awareness and communication ability,ignoring the assessment of the students' efforts to make progress,the assessment of innovative thinking,the assessment of emotional experience,the assessment of professional ethics and the assessment of other non-verbal knowledge and skills.In view of these assessment questions,the author puts forward the suggestion of constructing the teacher-centered diversified English teaching assessment system in higher vocational and technical colleges from the aspects of humanization of assessment value concept,diversification of assessment subject,diversification of assessment object,diversification of assessment method and other assessment factors.Finally,the author carried on the related experimental research in order to verify the necessity and feasibility of the teacher-oriented and the students-oriented diversified English teaching assessment system in higher vocational and technical colleges.Before carrying out the experimental research,the author determined the experimental purpose,study object and material.Then the author analyzed the characteristics of vocational English teaching.On the basis of this,the author designed the assessment scheme from the theory of system theory,constructivism theory and multiple intelligences.Through the experiment,the author finds that there is a certain necessity and feasibility for constructing the teacher-oriented and the students-oriented diversified English teaching assessment system in higher vocational and technical colleges.Except for this,the author also reflect on something which can be further improved for English teaching assessment system in higher vocational and technical colleges.