An Investigation Of The Senior Middle School English Classroom Assessment From The Perspective Of The Multiple Intelligence Theory

According to the theory of Multiple Intelligences put forward by psychologist Howard Gardner,different people have different intelligence combinations,that means,different people have different strengths and weaknesses in their intelligences.Therefore,classroom assessment should change according to students' individual differences.Ignoring the different intelligences of different students and then teaching and assessing homogeneously is not appropriate.Otherwise,students will not get an all-round development or promote their dominant intelligences.In the meantime,their weak intelligences will also be likely to get even more inhibited and finally become their shortage without remedy.All these are contrary to the goal of cultivating talents in the whole field of morality and intelligence in our curriculum standards.The English curriculum standards for senior middle schools entail multiple requirements for students' English ability,and the simplex classroom assessment cannot meet these requirements.The diversified intelligences of students require the cultivation and consolidation of diverse classroom assessment.Therefore,the classroom assessment from the perspective of multiple intelligences is likely to be a better way to fulfil the requirements in the new curriculum standards.Classroom assessment is an indispensable part of teaching,which affects the effect of classroom teaching.In order to understand the current problems of classroom assessment in the senior middle school English teaching,based on the enlightenment of the theory of multiple intelligences in classroom assessment,the author compiled the questionnaire for students,the interview for teachers on English classroom assessment and the English classroom observation scheme,so as to answer the following three questions: 1,Does classroom assessment in the senior middle school English instruction conform to the classroom assessment under the guidance of the theory of multiple intelligences? 2,How do senior middle school English teachers perceive the theory of multiple intelligences in classroom assessment? 3,What are the attitudes and expectations of senior middle school students towards English classroom assessment?Through the analysis of the data of the questionnaire,the interview and the classroom observation scheme,the author drew the following conclusions: 1,Classroom assessment in the senior middle school English instruction is to some degree in line with the classroom assessment under the guidance of the theory of multiple intelligences.2,Senior middle school English teachers' perception of the theory of multiple intelligences in classroom assessment remains to be improved.3,Students show high expectations for classroom assessment.The results of the study can urge senior middle school English teachers to reflect on the problems in classroom assessment on the basis of fully understanding the theory of multiple intelligences and alter classroom assessment ways so as to achieve classroom assessment with theoretical norm.At the same time,teachers can take measures to carry out targeted classroom assessment according to students' expectations of classroom assessment,so as to improve the effect of English classroom teaching in the senior middle school.