A Study Of Performance Assessment In English Curriculum And Instruction

China has made many achievements in the new round of basic curriculum reform since 2001,but there are many problems in this curriculum reform.Among them,assessment reform is the bottleneck of this curriculum reform.From the international perspective,many countries are preparing to explore how to train the talents for the 21 st century.Since the end of the 20 th century,the Organization for Economic Cooperation and Development(OECD),the European Union and the United States have established the key competencies framework from both theory and practice to meet the needs of talents for the 21 st century.Facing the rapid development of the international situation,our country issued the Key Competencies for Chinese Student Development in September 2016.It not only shows the direction for deepening the reform of basic education courses clearly,but also lays foundation for teaching and assessment.The revision of curriculum standards for ordinary high schools has been completed,and this revision has drawn on the outstanding achievements of international curriculum reform.The New English High School Curriculum Standards(2017 edition)not only proposed the concept of the accomplishment of English curriculum assessment system and promoting the formation of the key competencies,but also put forward to dealing with the relationship of teaching,learning and assessment,in order to achieve promoting teaching and learning through assessment.The performance assessment of English subject is an indispensable part of a perfect and balanced student assessment system of English subject.The performance assessment of English subject is the way to realize the integration of teaching,learning and assessment,and the integration of students and their experience.In western countries,performance assessment has become an extremely important part of educational assessment system,and the theoretical research and practical application have been very deep.However,the research on performance assessment in China is still in the initial stage.This study is based on the existing conditions and the status quo of student assessment of English subject in China,and establishes and develops the process of performance assessment of English subject.In order to realize the integration of teaching,learning and assessment in English subject,the study also designs specific cases to explore how to integrate the students' experience and the English language learning.This study will answer the following questions:1.What is the connotation of performance assessment of English subject?2.How to design the performance assessment of English subject? The subquestions include: what are the design principles for the performance assessment of English subject? How to design the performance task of English subject? How to develop the scoring rules of performance assessment of English subject? How to design specific cases?3.What kind of cooperation is needed to implement the performance assessment of English subject in China?Based on the above research questions,this research adopts the qualitative research as the main research method and the quantitative research as the auxiliary research method.Through the review of the literature on the theoretical basis of performance assessment abroad,we found the philosophy bases of performance assessment abroad are monism relativism ontology and epistemology and the interpretation and dialectical methodology.Specifically,the constructivism of philosophy and psychology of education are the theoretical bases.Through combing the review of domestic ancient theory,we found that performance assessment has a good theoretical basis: the philosophy of ancient Chinese naive dialectical materialism and the thought of Unity of Knowledge and Practice.It also shows that the implementation and development of performance assessment of English subject in China has its soil and environment.The study and practice of the language performance assessment abroad has a rise and rapid development in the 1980 s.Through the review of relevant literature of the practice and application of performance assessment abroad,this study found that the development of modern linguistics played an important role in promoting the appearance,application and development of performance assessment,such as Chomsky's formal linguistic and Halliday's systemic functional linguistics,etc.In America,for example,the Common Core State Standards,ACTFL Performance Guidelines for K-12 Learners and the ACTFL Proficiency Guidelines laid the foundation of the practice and development of language performance assessment,from the national standard,curriculum standards,and implementation(secondary standards)level respectively.Combining with the condition of our country as well as the status quo of the student assessment of English subject,this research strives to explore the suitable performance assessment for English subject in our country.On the basis of the thorough analysis of the essence and connotation of performance assessment of English subject,this study expounds the design principles of performance assessment of English subject,and discusses the design process of performance assessment and performance tasks of English subject.Based on the idea of equal negotiation,this paper elaborates the design process of the scoring rubrics for the performance assessment of English subject.From the perspective of practice,this study developed four curriculum-embedded performance tasks,designed a set of unit level performance assessment cases and organized a workshop for verification.However,there are still several aspects for English performance assessment to take root: policy support,adjustment of resource allocation and improvement of English teachers' assessment literacy.In the process of practical operation,adjustment and improvement should be made according to actual conditions and supporting facilities.