A Study Of The Correlation Between Developmental Student Assessment And English Learning Self-efficacy Of Non-english Majors

Developmental student assessment claims people-oriented and student-centered,respecting individual differences and reveals diversity,comprehensiveness,scientificity,procedure,guidance and inspiration of evaluation.As a significant factor of learning motivation,English learning self-efficacy has always been targeted as the focus in the field.It plays a corresponding role in English learning planning,behavior performance and self-reflection.Related research has shown that developmental student assessment has positively effect on students’ English learning strategies,self-monitoring ability and anticipation achieving actions.Additionally,English learning self-efficacy can be promoted.Therefore,the thesis is designed to investigate the current situation of developmental student assessment and English learning self-efficacy of non-English majors,analyze the correlation between them,and provide some instructive suggestions for promoting college English teaching quality.On the basis of significant learning theory and multiple intelligence theory,two questionnaires and interviews are adopted.The research subjects are 365 sophomores from Guangxi Normal University and Guilin University of Technology.The developmental student assessment questionnaire is developed from Shi Yao’s(2019)questionnaire,Developmental Classroom Assessment for Students and Zhao Zhen’s(2013)Developmental Student Assessment Questionnaire.The questionnaire contains four dimensions,assessment subjects,assessment content,assessment forms and assessment standards.English learning self-efficacy questionnaire is adopted from the English Learning Self-efficacy Questionnaire,designed by Li Li,Chen Zhian and Jiang Yuhong,containing three subcategories,namely sense of goal confidence,sense of competence judgment and sense of behavioral processing judgment.The current study focuses on three questions:(1)What is the whole picture of developmental student assessment in college English teaching?(2)What is the overall situation of English learning self-efficacy of non-English majors?(3)Is there any correlation between developmental student assessment and non-English majors’ English learning self-efficacy? If yes,how are they related to each other? Through investigation,the results show that:(1)Generally speaking,developmental student assessment is at a relative high level in non-English majors,and students’ focus of assessment form is higher than the other three dimensions.(2)Non-English majors’ English learning self-efficacy is at a medium level.Sense of competence judgment plays the most prominent role among three subcategories,then comes to the sense of goal confidence.The last one is the sense of behavioral processing judgment.(3)There exists a correlation between developmental student assessment and English learning self-efficacy in non-English majors.In detail,four dimensions of developmental student assessment are positively and significantly correlated with English learning self-efficacy.According to research findings,for the sake of improving developmental student assessment and developing students’ English learning self-efficacy,some suggestions are put forward for teachers,students and schools.For teachers,they are expected to cultivate healthy and positive classroom environment providing more communicative opportunities for them and students.In addition,based on students’ practical situations,teachers can implement multi-subject assessment and train students to use suitable learning strategies.For students,they should strengthen self-reflection and self-assessment in their learning.For schools,the suggestion is specifying evaluative standards,forms and content in English course assessment,making some guideline and detailed rules in making self-assessment,peer-assessment and teacher assessment.