| Since 1980s, assessment has become a frequently-used term, taking the place of evaluation in some literatures of the Occident, which indicates the complete transform of assessment concepts in education. What we call "assessment", which refers to teachers collect, explain and utilize the information during the complex and continuous teaching procedure in order to make better judgement. Assessment is based on the "undertaking dialogue", which is not unilateral, not an interactive activity about the information gained from the assessment. During Chinese teaching, the concept of course assessment should run through the whole procedure, the kernel of assessment is to improve the development. According to the characteristics of Chinese teaching, the assessment emphasizes on the instinctive feel for the language and context to construct the assessment system of Chinese study. This paper excogitates a more convenient, practical and reasonable assessment system in Chinese teaching, which is based on pedagogy, educational psychology and new curriculum standards, by using the methods of appearance assessment, CIPP assessment and portfolio assessment and combining with the experience, application and feedbacks. This paper covers five sections: the classroom teaching assessment, subentry assessment (including reading assessment, writing assessment, communication assessment and synthesis learning assessment), unit assessment, terminal assessment. The assessment pays attention to both learning and teaching, and the ultimate goal is to emphasize the students'learning. The particularities of the assessment are following: concerning about learners'learning in a wide range; paying attention to the differences about different learners; having an objective of self-assessment from learners'perspective; performing self-assessment during the whole learning process; describing the inferiors and superiors; forming an organic whole concerning both learning assessment and teaching. Among the assessment system, the current educational situation should be fully considered, combing formative and terminal assessment, especially formative assessment, so that Chinese knowledge, ability, learning strategies and affect, attitude, world value can be perfectly united and therefore students'Chinese and moral accomplishment can be improved. |
