An Investigation On Teaching-learning-assessment Alignment In Primary School English Teaching

“English Curriculum Standards for Compulsory Education”(2022edition)proposes “Teachers should master the different functions in teaching,learning,assessment during educating students and they should establish the overall education concept of “teaching-learning-assessment”.Meanwhile,it also points out that “Teachers should pay attention to the relationships among the teaching elements as well as designing and implementing the objectives,activities and assessment consistently.Thus,teachers play an important role in the implementation of teaching-learning-assessment alignment.There are some studies about teaching-learning-assessment alignment at present.But the studies on English teachers’ implementation on this concept in primary schools is few.At present,the studies are mainly focus on other subjects in senior and junior schools.Besides that,the relevant studies lack different types teachers’ implementation on this concept.Therefore,this study aims to explore the application of the concept in primary schools and the influencing factors,so that some suggestions can be given at the end of the paper.This study takes 152 English teachers in 19 primary schools as the research participants.The research questions are:(1)What is the status quo of English teachers’ implementation of the teaching-learning-assessment alignment in primary schools?(2)Are there any differences among novice teachers,experienced teachers and expert teachers’ implementation of teaching-learning-assessment alignment? If yes,what are the differences?(3)What are the factors that influence English teachers’ implementation of teaching-learning-assessment alignment in primary schools? Quantitative and qualitative studies are combined in this study.Questionnaire,interview and classroom observation are the three research instruments.The researcher distributed152 questionnaires,interviewed 5 teachers and observed 10 classes.The collected data are summarized and analyzed through SPSS26.0,The results show that: 1.The status quo of the implementation of teaching-learning-assessment alignment is not bad,though there are some problems.By applying Bloom’s Taxonomy of Education Objectives,Curriculum Standards(2022)and the ABCD model for writing objectives,it can be found that the teaching objectives are usually general.The teaching objectives are often written without conditions and degrees,only audience and behaviors.After observing ten classes,the classroom activities are not correspondent with the instructional objectives all the time.The subjects and the ways of assessment are few.The assessments lack pertinence and diagnosis.2.Through one-way ANOVA analysis,teaching objectives analysis and classroom observations,there is no significant positive correlation between objectives setting and teaching years.But the correlation between classroom activities and teaching years is positive,so as the correlation between assessment and teaching years.These indicate that expert teachers perform better than novice teachers and proficient teachers in the implementation of teaching-learning-assessment alignment among English teachers in primary schools.3.There are external factors and internal factors that influence teachers’ implementation of teaching-learning-assessment alignment.The external factors are the frequencies of the training organized by educational departments on this concept and the opportunities provided to teachers to practice.The internal factors are teachers’ internalization of teaching-learning-assessment alignment and the awareness of teachers’ implementation of the concept.Based on the results of the study,the researcher put forward 3suggestions.Firstly,add the training frequencies and provide the opportunities for teachers to practice.Secondly,strengthen the training contents,such as the writing of the instructional objectives,the setting of the classroom activities and the assessment setting.Thirdly,stimulate teachers’ self-learning awareness and subjectivity.The study hopes to provide some reference for further study on the implementation of teaching-learning-assessment alignment.