A Study On Problems In Senior High School's English Testing Practice

The senior high school English testing and the English teaching were interrelated and interplayed. Senior high school testing was of no small consequence in senior high school teaching as an effective means to check and evaluate the teaching quality. However, the senior high school teaching and the testing practices of English in China had taken on the contradictory state: on the one hand, testing had a strong impetus to the rapid progress of the English teaching; on the other hand, it had a serious impact on the healthy development of the senior high school English teaching. Hence, it was crucial important for senior high school English teaching reform and development to rationalize the relationship between testing and teaching, increase its positive roles while reduce its negative impacts.The thesis studied and investigated the status quo of senior high school English testing, hoping to find out the existing problems, analyzed the causes and put forward the improvement proposal. The studying aimed to make the testing serve for the teaching better as an effective means to check and evaluate the teaching quality, decrease the students'pressure from the testing and help them improve the enthusiasm and initiative of their English learning, and gain the confidence to learn English well.The thesis, which was based on the elementary theory of the English testing, resorts to the examination paper analysis to analyze the English papers, including weekly, monthly, mid-term and final term test paper, to identify the problems on the four points by Bachman & Palmer of reliability, validity, authenticity and influence. Then, the thesis resorted to the questionnaire survey and interviewing in order to investigate the students and teachers who came from senior high school in Daqing City. Through analyzing the statistics, following conclusions were obtained:1. The test questions lack professional levels, for example, there were too many difficult questions, too many obscure multiple-choices and too many amounts, etc. What's more, a shortage of the quality standard and the obscure between the achievement test and the proficiency test were also included.2. The teachers lack testing theory. The teachers paid more attention to the scores, and neglected the emotions of the students and the teachers thought little of the perceptions, feelings and cultural awareness of the students. What's more, after testing, analysis of test papers was not sufficient.3. Of course, there were some problems of the students themselves, such as having no correct attitude, without having favorable learning habits, and lacking the learning capacity of independence and enterprising spirit, etc.Based on the above findings, the problems were analyzed, and finally some constructive pedagogical suggestions were given to the senior high school English teachers in what follows: firstly, teachers should reinforce the study of the theoretical knowledge of the language tests so that they gave play to the promotion of the testing upon the teaching. Secondly, when the teachers were designing test questions, they should bird-eye the general requirement; while they were choosing to test, they should be aimed at different testing purposes with different testing types. Thirdly, they should reduce the test frequencies scientifically, in order to avoid that the testing will bring over burden to the students. In the end, teacher-student relationship was under equality and harmony, and the teacher should not be close or partial to the students due to their good or bad achievements. What's more, teachers should attach more importance to the after-test work and the perceptions of the students other than the relevant duties before the test.