An Applied Research On Multivariate Assessment In Junior High School English Teaching

It is unequivocally required in the new English Curriculum Standard for compulsoryeducation issued in2011that summative assessment should be combined with formative eassessment in the instructional assessment for junior high school students to ensure theemphasis on both process and result of the English language learning for harmoniousunification of the evaluation. While formative assessment is difficult to implement inclassroom teaching for big classes, summative assessment has obvious limitations. How toachieve harmonious unification of the assessment for both process and result of the Englishlanguage learning on the part of junior high school students, To cope with this challenge, thisstudy tries to explore an effective way to implement a multivariate assessment, i.e. thecombination of formative and summative assessment in junior high school English teaching.Through survey, experiment and comparative analysis, the research is intended to presentabstract instructional assessment theories to the junior high school English teachers in a vividand concrete manner, hoping that it can bring some enlightenment for our junior high schoolEnglish teachers’ practice in assessment for their students learning.The experimental research on multivariate assessments was carried out in an ordinaryjunior high school, where the author worked as a teacher of English, on the basis of therelevant domestic and foreign studies on instructional assessment and evaluation. First of all,through test of English and questionnaire for the students in both experimental group and thecontrol group, the author made the starting point assessment. Next, the author developedspecific classroom teaching objectives and multivariate assessment criteria for theexperimental group of students according to their result of the English testing scores andquestionnaires at the first stage of the experiment, then adopted chiefly formative assessmentsupplemented by summative assessment to carry out the experiment of multivariateevaluation in junior high school English teaching. At the end of the experiment the author didanother questionnaire, post-testing and interviewing the students, and made analysis ofexperimental variation before she finally summarized this study. The chief findings of thestudy can be summed up in the following three aspects:(1)The implementation of multivariate assessment in junior high school Englishteaching will help improve the students’ interest in learning and improve therelationship between teachers and students;(2)The application of multivariate assessment in junior high school Englishclassroom will benefit the cultivation of the students’ consciousness of cooperation andpromote the formation of the students’ good learning strategy;(3)The implementation of multivariate assessment in junior high school English teaching will secure a significant improvement in junior high school students’ English achievements.