| The English curriculum standards for Senior high school(2017)issued by the Ministry of Education clearly points out that the teaching evaluation based on the key competence of English subject should mainly apply formative evaluation which supplemented by summative evaluation.In this process,teachers are supposed to give emphasis on the diversification of assessors,the multiplicity of evaluation forms,the comprehensiveness of evaluation contents and objectives.According to the new English curriculum standards,reading as one of the four basic skills of learning English,is also one of the important parts of English language teaching.English reading is an important and difficult point in English teaching for a long time.Assessment is an indispensable component of English reading teaching.The way and the effect of reading evaluation directly affect students’ reading abilities and their reading experience.This study is conducted based on the constructivism theory and the theory of multiple intelligence.The author introduces multiple assessors(the teacher evaluation,self-evaluation and peer evaluation)in English reading teaching and carries out a one-semester research on the application of multiple assessors.Its objective is to study the influence of multiple assessors on English reading teaching in a junior high school and answer the following two questions:1.How does multiple-assessor evaluation affect junior two students’ internal and external motivation of English reading learning?2.What is the influence of multiple-assessor evaluation on junior two students’ meta-cognitive strategies in their English reading learning?3.Does multiple-assessor evaluation have an impact on junior two students’ overall reading ability?Based on the previous research on multiple-assessor evaluation,this study apply both quantitative and qualitative research methods,and this author herself designs on her own “self-assessment form”,“peer assessment form” and “teacher assessmentform”.She also designs “The reading metacognitive strategy questionnaire”.this study has 112 students from Class 1811 and Class 1820 as research subjects.The students all come from grade Eight of Sunshine Middle School in Xingyi city,Guizhou Province.Class 1811 is the experimental class,while Class 1820 is the control class.Before the experiment,for the students of two classes,the author gave them a test of before reading and questionnaire,the results show that two classes students reading interest are not high and the reading abilities are the same.In the process of the whole experiment,teaching materials,schedules,the teacher and reading tasks of the two classes are the same.The control class applies teacher evaluation only,while the experimental class uses teaching evaluation,peer evaluation and self-evaluation to form a multiple-assessor evaluation.The data obtained are analyzed and t-tests are made,and then the conclusion is made as below:After a one-semester multiple-assessor evaluatin experiment,students in the experimental class show more strengthened internal and external motivation than they did before.Moreover,their reading metacognitive strategies have been improved.In the process of self-evaluation and peer-evaluation,they show more abilities in self-management,such as doing more reading after class and getting up early to reading aloud their English lessons.They get more reading strategies with the help of their classmates and their teacher,and finally improve their overall reading abilities.This research also gives some implications on the teaching of English reading.If teachers can use multiple-assessor evaluation in a right and effective way,he/she will be able to stimulate students’ motivation and improve their reading competence.Students may also explore and find out their own strength and weakness,and construct their learning in the process of reading. |
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