High School Students' Evaluation Of English Learning Ability

For a long time,due to the influence of the traditional concept of exam-oriented education evaluation,our country has taken the test scores as the most important training purpose.The school takes the traditional teaching evaluation as the criterion,attaching much importance to the evaluation of the teaching and learning of knowledge.Besides,the evaluation index is single.Students,especially high school students,do a large amount of exercises every day,the education deviates from the goal of quality education,and directly renders students with high scores have low abilities.Set English as an example,the school aims to improve the scores of students’ English subject and pays too much attention to the development of English literacy.While ignoring the improvement of practicing ability,it uses rote learning methods to learn The language.This seriously hinders students comprehensive ability and discipline.The development of literacy is not conducive to the overall development of students.From the perspective of establishing high school students’ English learning ability evaluation criteria,this article refers to the “High School English Curriculum Standards” and uses the methods of consultation,theoretical argumentation,expert judgement,and experimental revision to revise and improve the index system,and strives to present high school students’ ability to learn English.It strives to propose the indicators included in high school students’ English learning ability and apply quantitative and qualitative methods to deal with the indicators.The teachers,students,and parents can participate in the evaluation activities and establish an effective evaluation system of English learning ability for senior high school students.The evaluation criteria combines teacher evaluation,student self-assessment,student assessment and parent assessment,and evaluates the English learning ability of senior high school students in multiple ways so that students can better understand their English learning situation,correctly understand and improve themselves,improve students’ ability to solve problems in real life.To exercise the ability to survive and develop in the future and use comprehensive language skills to promote the development of students’ English literacy and promote their overall development.After the implementation of evaluation activity,we can learn from the " highschool English learning evaluation analysis report " that high school students overall English ability is weak,especially oral and comprehensive application.By contrast,the students’ reading and writing ability are relatively strong,listening ability is common.Based on the evaluation results,The author thinks that this is the limitation of cultural environment and the inevitable result under the background of exam-oriented education.In this regard,The author puts forward some suggestions from the perspective of teachers,parents and students.In addition,this paper do the correlation analysis between learning ability and academic performance and the two are significantly correlated.;after the implementation of the evaluation activity,the author has carried on the revaluation activity,which is a powerful measure to ensure the credibility and effectiveness of the evaluation work.From the evaluation results,we can see that most of the people who are involved in the evaluation of high school students English learning capability think the criteria is operable and scientific.It not only scientifically and objectively reflects the actual situation of the learners’ English learning ability,but also promotes their ideological understanding and English learning ability,thus effectively promoting the development of high school students’ English learning.