A Textual Research On The Guidelines For The Evaluation Of Curriculum Standards For English Majors In Junior Schools In Shanghai

With the advocacy of quality-oriented education, process assessment has increasingly gained attention in teaching. As our nation has been in connection with the rest of the world, there is more and more importance attached to English,especially in developed regions. For instance, English is offered as one subject from grade one in primary schools in Shanghai. So it is particularly important to assess students’ English learning situation of low years in primary schools. Given this,Shanghai has introduced Assessment Guideline of English Subject of Lower Primary Segment Based on Curriculum Standards(Draft), hereinafter referred to as Assessment Guideline.However, not every teacher understands and applies it correctly, and the content may also be questionable. On the basis of its importance and the problems of it, the writer implements this study through the analysis of its text and the empirical investigation into teachers, to help classroom teachers better understand the guideline’s content as well as hoping this paper will offer some suggestions on modifying the guideline, making it a more perfect one and providing teachers with more instructions. The main content consists of five parts.The first chapter is the introduction, describing the topic bases, purposes,significance, content, train of thought, and the methodologies of the research, and with the comprehensive analysis of domestic and foreign research status regarding English assessment, providing the reference for the study of this paper.The second chapter defines and plays as the theoretical basis for the core concepts, making some demands on the design of English assessment guidelines,which embodies in the design principles and the classification and description of each assessment dimension and index. Design principles contain the principles of pertinence, consistency, development and maneuverability. These demands provide the design of English assessment guideline content with basis.The third chapter is the analyses of the Assessment Guideline. The writer has first explained the introduction background of the files, followed by the mind map illustrating the overview of the guideline. Specific analysis has then been made into content of the guideline based on the design requirements mentioned in Chapter II.The fourth chapter is the analyses of the current situation of AssessmentGuideline’s implementation. The writer has first described the goals and methods of the questionnaire and interview, plus the condition of the study object. The analyses and research on the results of questionnaires and interviewing through the relative theories and research status of English assessment have finally led to the implementation conditions of Assessment Guideline among classroom teachers and the views or opinions they have on it.The fifth chapter proposes the following modifications to the Assessment Guideline on the basis of text analysis, the analyses of its current implementation status, combining with the domesticate and foreign research status:(1) the expression of indicators must be more specific;(2) Assessment criteria should be clear;(3)Different assessment criteria should be applied to students on different levels;(4)Assessment cases need to be appropriate and rich;(5) Operating instructions of assessment methods should be meticulous;(6) Expected effect of assessment should be put forward.