Assessment Of Oral English Teaching Goal Achievement

In the course of classroom teaching,teachers know the actual learning of students through Interaction in order to improve the degree of the teaching goal achievement.It plays a vital role that the teachers assess their students including the methods who applied to and the assessment theory who based on.This essay advocates the SOLO taxonomy theory to improve the quality of teaching assessment which emphasizes the importance of dividing teaching goals and basing on the concrete cognitive and thinking level.This assay attempts to investigate the real teacher’s assessment situation in senior school according to two questionnaire surveys and classroom record.The content of questionnaire surveys includes the conscious of target,subjects of evaluation,evaluation foundation and the way to deal with the evaluation.According to analyze the result of teaching goal assessment questionnaire,the author puts forward some suggestions based on the SOLO taxonomy theory,and in this way to improve the effectiveness of teaching goal achievement evaluation in the aspect of practice and theory.According to the survey,conclusions are drawn as following:the conscious of target in teachers brain is lack.The subject of evaluation is still the teachers,students hardly have any chance to participate in assessment;the foundation of evaluation are weak so that teachers based on their experience usually.As for the aspect of teachers how to deal with the assessment results,the author focuses on the process of students think,but it turns out that teachers’ feedback is simple most of which come up to checking the answer and advancing the curriculum rather than leaving enough time to assess students’ think basing on the provided answer.There is no more chance of evaluating students’ cognitive level and improving it into higher level.Based on the current evaluation situation,in some extent SOLO taxonomy theory can be implied to solve the problems in reality.