A Study On The Application Of Teaching-Learning-Assessment Integration To English Reading Teaching In Senior High Schools

In order to guarantee the quality of teaching and enhance the effective implementation of core competences,the concept of teaching-learning-assessment integration is put forward in English Curriculum Standards for General Senior High School(2017 Edition),which requires teachers to positively handle the relationship between teaching and assessment and regard assessment as a tool to promote teaching and learning.Reading is of great importance.However,two main problems still exist in the teaching and assessment of English reading in senior high schools: the unitary of assessment method and the separation between teaching and assessment.Obviously,there is a gap between the actual teaching situation and the ideal concept of teaching and assessment stated in the curriculum standard.Thus,in order to narrow the gap between the ideal concept and the reality,it has become a core theme/problem for teachers and researchers to explore practical ways to implement the concept of teaching-learningassessment integration to English reading class in senior high school so as to achieve the goal of developing students’ core competences in English subject.Based on the formative assessment theory and the backward design theory,the author applies the concept of teaching-learning-assessment integration to English reading teaching in senior high school.Ninety-nine senior two students in a senior high school in Zigong city,Sichuan province are chosen as the research participants to finish the threemonth experiment.The purpose of the experiment is to explore the relationship between the concept and students’ English reading learning.Therefore,the researcher puts forward the following questions:(1)what is the effect of teaching-learning-assessment integration on students’ English reading motivation?(2)what is the effect of teaching-learningassessment integration on students’ English reading academic achievement? During the experiment,statistics are analyzed by SPSS 26.0 after being collected from questionnaire,interview and test.Results of questionnaire statistics analysis present that teaching-learningassessment integration has positive impact on English reading motivation.Furthermore,statistics from the interview confirm that teaching-learning-assessment integration enhances students’ reading confidence and reading interests.Meanwhile,students can correctly view scores as learning evidences for promoting learning and the relationship between teachers and students has been improved.Besides,analysis of the statistics from test indicates that teaching-learning-assessment integration is beneficial to enhance students’ English reading academic achievement.In summary,the implementation of teaching-learning-assessment integration to English reading teaching in senior high school is significant to enhance students’ English reading learning.Therefore,the research implies that teachers should integrate assessment into daily teaching,and design various teaching and assessment activities aligned with teaching objectives,to achieve the goal of cultivating students’ core competences.