A Study On The Current Situation Of Performance Assessment In Senior High School English Teaching

With the increasingly heated discussion on curriculum evaluation,the concept of "evaluation",which has a broader connotation,has gradually moved from a marginalized state to the center of scholars’ attention.In the process of implementing the new curriculum standards,evaluation is an issue that educators cannot avoid.Among the many assessment methods,process-oriented performance assessment is gradually being applied to senior high school teaching and evaluation because it takes the performance of students’ higher-order thinking and complex abilities as the evaluation index.In the case of senior high school English teaching,there are still many challenges to build a practical and feasible performance-based assessment model with a high degree of replication.Therefore,it is necessary to investigate and analyze the current situation of performance assessment in senior high school English teaching and explore ways to solve the problem so as to promote the widespread use of performance assessment in high school English classroom teaching.98 English teachers from several general senior high schools in city A are surveyed in the study through a questionnaire of the current situation of performance assessment in senior high school English teaching.Supplemented by the interview,this study mainly focuses on 3 aspects:the understanding and attitudes of senior high school English teachers towards performance assessment,the implementation of performance assessment in senior high school English teaching and the difficulties in implementing performance assessment in senior high school English teaching.Study results are discussed and analyzed to draw the main conclusions and countermeasures.The findings of the investigation show that: 1)senior high school English teachers have positive attitudes toward the implementation of performance assessment,but their theoretical understanding is not clear;2)senior high school English teachers cannot use performance assessment in a standardized and flexible way in teaching,which is reflected in the lack of clear assessment objectives,specific assessment criteria,timely feedback of assessment results,and flexible design of assessment tasks according to the learning situation and external environment;3)performance assessment has its own advantages,but its actual use is limited by many factors,such as teachers’ evaluation ability,students’ English level,class size,and the "score-based" evaluation system of the local education administration.Based on the results of the study,the author proposes corresponding suggestions.