The Survey On The Teaching-Learning-Assessment Integration In English Writing Instruction In Senior High School

With the development of curriculum reform,the theory of educational evaluation is coming into our view.In 2017,the “General High School English Curriculum Standards”officially put forward the curriculum concept of “teaching-learning-assessment integration”,and made clear requirements for the implementation of “teaching-learning-assessment integration” in English teaching,and regarded it as an important way to change the current situation of English education evaluation and promote the core literacy of English subject.As a result,many educators have begun to think about the relationship between assessment and teaching and learning.It has become a common task for educators to establish a student-oriented curriculum assessment system that promotes students’ comprehensive,healthy and individualistic development.At present,there are still a lot of inconsistencies between “teaching-learning-assessment” in the actual English writing teaching,for example,teachers lack the knowledge of "teaching-learning-assessment integration";teachers cannot design reasonable writing teaching objectives or cannot design reasonable writing teaching activities according to the objectives;teachers cannot design reasonable writing teaching activities according to the objectives;teachers cannot design the teaching objectives according to the objectives;teachers cannot design the teaching activities according to the objectives.For example,teachers lack the knowledge of “teaching-learning-assessment”;teachers cannot design reasonable writing teaching objectives or reasonable writing teaching activities based on the objectives;teachers do not establish a reasonable writing assessment mechanism due to the lack of assessment awareness.It can be seen that there are still many problems in the implementation of “teaching-learning-assessment integration”in English writing teaching.In this study,literature research,questionnaire survey and interview methods are adopted to analyze and investigate the current situation of teaching-learning-assessment integration in English writing instruction in senior high school.The questionnaires were sent to 109 high school English teachers from various cities in China,and six of them were selected for further interviews.Based on mastery learning theory,constructivism theory and backward design theory,this paper focuses on the following six aspects:1.English teachers’ understanding and attitude toward “teaching-learning-assessment integration”2.The design of teaching-learning-assessment-integrated English writing instruction3.The implementation of English writing teaching activities based on objectives4.The implementation of English writing assessment activities based on objectives5.Teachers’ feedback based on objectives6.The difficulties encountered in the implementation of “teaching-learning-assessment integration” in English writing instruction and the reasonsThe results of the study are as follows: 1)teachers generally recognize the concept of“teaching-learning-assessment integration”,but their cognition is biased and they have a negative attitude towards its implementation;2)teachers have a strong sense of goals but their writing goals are test-based;3)teachers have a sense of multi-subject evaluation,but the evaluation effect is not effective;4)teachers lack the sense of goal sharing and evaluation standard negotiation and the evaluation criteria is not reasonable enough;5)teaching pressure and exam pressure have significant effects on the implementation of integrated English writing teaching-learning-assessment.Accordingly,the author suggests that 1)schools should strengthen the training of teachers and renew teachers’ educational philosophy;2)teachers should avoid test-based writing goal setting and develop students’ core literacy in all aspects;3)they should promote diversified writing assessment,strengthen students’ assessment awareness,and give full play to students’ main role;4)teachers should pay attention to the sharing of writing objectives and encourage the negotiation of writing assessment standards;5)teachers should correct their teaching attitudes and reasonably plan the teaching schedule to implement the integration of teaching-learning-assessment in English writing instruction.