An Analysis Of Teachers’ Evaluation Of Learning In Senior English Classes

The National English Curriculum Standards for Senior High Schools(2017)stresses that an evaluation system should be established to promote students’ comprehensive development,teachers’ continuous improvement and ever-accelerated development of curriculum.Evaluation should be conducted on students’ performance,including interaction between teacher and students in class,self-regulated learning of students and peer cooperation,etc.Effects of teachers’ evaluation activities cannot be ignored in improving teaching and learning.Evaluation activities can be used as contexts for students’ learning to promote communication between teachers and students.They are helpful in improving students’ learning effect.However,the research on evaluation activities is far from adequate.The present work is to analyze teachers’ evaluation on students’ learning.Two research questions are to be addressed:(1)What are the main approaches used in evaluating learning in senior English classes?(2)What is the quality of the evaluation?The research selected ten videos of English lessons as research data.Qualitative research was to record and study the evaluation activities carried out in the course of teaching.And then,evaluation was classified on the basis of related definitions,features and criteria.In view of the quality of evaluation activities in the classes,the author used quantitative research to analyze scores by two observers.Results show that formative assessment is most frequently used in senior English classes.Norm-referenced assessment and criterion-referenced assessment can complement each other in English teaching.As for the quality of the evaluation,it is found that the overall quality level of evaluation is not high.Moreover,the quality of evaluation activities of each teacher varied greatly,especially in formative assessment activities.The comparison between quantity and quality of formative assessment shows that teachers put more emphasis on ‘form’ rather than on meaning or functions.Therefore,the quality of evaluation should be enhanced on basis of teachers’ understanding of various evaluation activities.Furthermore,emphasis should be put on formative assessment so as to improve students’ learning by adjusting teaching activities in time.