How to Build a Reasonable Evaluation System for Elementary School English

In our daily teaching work, we use a combination of usual evaluation and final evaluation to evaluate each student's speaking level comprehensively and objectively by carrying out school-wide speaking activities, and in this way to improve students' ability to use language.

(I) Formative Evaluation

1. Evaluation of Speaking Activities in the Classroom

The classroom is the main teaching ground for teachers and the main channel for students to learn to speak English. The formation of a set of scientific and easy-to-operate oral evaluation methods in English classes is an important basis for the whole oral evaluation. For the evaluation of classroom speaking activities, we utilize the Classroom Speaking Activities Evaluation Form. The form consists of three parts: Free talk, Pair work and Group work. The teacher stamps "Excellent", "Good" or "Work hard" on the students' performance after each oral activity. This form is kept by the students so that they can keep and witness their own performance for a long time, and then submitted at the end of the semester, so that the teacher can understand the situation of each activity according to the number of stamps.

Free talk is mainly utilized 3-5 minutes before the beginning of the class, students can perform English songs, poems, chants, etc. for less than half a minute. A lesson can be arranged for 3-5 people, students training surface is larger.Pair work is in the middle of the classroom, students in groups of two to communicate.Group work is mainly arranged for students to form a number of four or so fixed groups, requiring everyone in the group to participate in the group oral activities to evaluate. This all-round evaluation of different forms of activities not only creates a good language learning atmosphere, the classroom students scramble to raise their hands for practice, the way to take the evaluation of the classroom, effectively mobilizing students to participate in the enthusiasm, but also cultivate the students boldly show, cooperative learning spirit.

2. Evaluation of Extracurricular Speaking Activities

For students, classroom activities alone are not enough for language learning, and extracurricular speaking activities are an extension of classroom speaking activities, which is the teacher's ability to re-cognize and re-cultivate students. Therefore, it is necessary to evaluate extracurricular speaking activities. The success of extracurricular speaking activities has a positive significance in stimulating students' interest in learning English as well as their intrinsic motivation and potential. In the process of teaching, we have made the following attempts.

(1) Daily reading aloud: We use a homework book to record daily English homework and give systematic instructions on how to do listening and reading, such as how to use a tape recorder for the lower students and how to make pitch notes for the higher students. Parents are asked to cooperate in keeping a timely record of students' listening and reading of English at home. This evaluation can make students develop a good habit of listening and reading, and a good habit of daring to speak and self-training. At the end of the period, teachers will give students points according to the daily reading aloud completed in their homework books.

(2) Dialogue recitation: We require students to recite a dialogue at the group leader's office after learning it, and register the recitation on the class recitation sheet, and give each student a corresponding score at the end of the period according to his/her different performance. The themes of the recitation corner are colorful and varied, such as "Love My English", "English Show", "Strive to be a Little English Star", "Happy Learning English "etc. In the test papers of each unit, the results of reading aloud and reciting are also reflected. Effective memorization is a strong guarantee for students to speak English off the cuff, and it also allows students to enter the exam with confidence and confidence.

(3) English Party: There are two vehicles for this: the first is a school-wide storytelling competition, and the second is the "English Show" at the Parents' Association.

In order to improve every student's ability to use English, to give every student a stage to show their English level, and to enhance students' interest and self-confidence in learning English, we have launched an English story audition activity with the theme of "Happy English! Happy Life !" as the theme of the English story contest. Every student in the school has the opportunity to participate in the contest, first in the class PK, to determine the "Class Story King", "Class Most Potential Award", "Best Speaking Award", "Best Performance Award". For each class, the English teacher and the homeroom teacher went into the classroom to serve as judges. Teachers write comments on students' talents, speaking skills and participation attitudes on performance cards, which can also be accompanied by photos of students' performances. This form has greatly mobilized the enthusiasm of students to learn and use English, and has made students feel the joy of learning English, and set off a wave of English-speaking fervor throughout the school!

"Parents' Open Day" is an activity carried out by the school for the parents of students. In the "Parents' Reporting Class", we allow students to organize their own classroom and put on an "English Show", giving each student the opportunity to show off their skills on stage. The students performed a variety of shows, including skits, poetry recitations, songs, personal speeches, and so on. In the English Show, we saw students' unlimited creativity, imagination and ability to learn English on their own. As teachers, we were delighted by the joy shown by the parents during the event. This form not only creates an opportunity for students to speak English, but also strengthens the communication between home and school. Performing in front of their parents promotes students' active learning of English.

(II) Summative Evaluation

Of the formative and summative evaluations, the former accounts for 60% and the latter for 40%. The teachers of the subject group pay more attention to the students' usual speaking status, and at the same time provide the students with a comprehensive assessment of their speaking performance. The subject group carries out the semester stage evaluation, mainly from the following aspects.

1. Test compilation and selection of questions

Compilation and selection of test questions for summative oral evaluation is an important part of the work of English oral examination. We have the honor to participate in the preparation of the oral special training in the "Primary English Synchronized Bilateral" published by Zhejiang Educational Publishing House. The training was prepared with several types of questions such as designer-student communication, reading aloud, role-playing, looking at pictures and making up stories in small groups according to the text prompts, etc. The content covers daily speaking, alphabet, vocabulary and grammar. The topics are selected in a focused manner during the speaking test.

(1) Selecting test questions that can focus on students' emotions

German educator Stoic Dewey said, "The art of teaching does not lie in imparting competence, but in motivating, awakening, and inspiring." When students feel the teacher's love, care and appreciation of him, the psychology will produce an indescribable pleasure and satisfaction, which can undoubtedly motivate them to be positive, stimulate their desire to learn, add their courage, and drum up their self-confidence.

For example, for the fourth grade oral evaluation, the teacher starts from the beginning of greeting, asking students' name, age, physical condition, and then gradually penetrate the textbook knowledge. From the natural communication with students, naturally over to the subject knowledge, so that students unknowingly test.

T: Hello! What's your name? S: My name is....

T: Nice to meet you! S: Nice to meet you,too!

T: How are you? S: Fine, thank you.

T: How old are you? S: I'm...

T: How old are you?

T: How old are you?

(2) Choose test questions that promote students' personalities

In the traditional oral English evaluation, students are restricted objects, students are passive, answering the questions according to the uniform answers, as for the students' interests, hobbies, and unique ideas there is no way to show, which will stifle the students' originality and imagination. It is a breakthrough for students to go from individuality suppression to individuality promotion.

During the fourth grade speaking test, the teacher designed this activity: How can you spend your birthday? If today is your birthday, you invite your Chinese and foreign friends to your home for dinner. You will learn about Chinese and Western dining cultures, so please use your imagination to interpret a good dinner table story.

In response to the above task, the students rehearsed quite enthusiastically, expressing their own views and fully expanding their wings of imagination. After a few minutes the students actively performed on the stage, these skits have no uniform roles, no uniform lines. This kind of evaluation activity can not only make them get individuality, but also can bring the joy of cooperation to their peers.

(3) Choose test questions that can stimulate students' initiative

"Interest itself is a kind of initiative." How to cultivate students' active learning spirit? In carrying out the practice of oral English evaluation in elementary school, we organize open-ended teaching activities conducive to students' active learning, tap the knowledge reserves in students' minds, and fully mobilize students' subjective initiative in learning. For example:

①Say the true colours.

②Say the colors of the interlinked Olympic rings . Say the colors of the five Olympic rings.

Like this, with the textbook as the central starting point, connected to the students' lives, for all, both basic activities and some challenging activities. As the content of the oral test is open to become alive, the students will learn more actively, more flexible, more interesting, not only broaden the students' horizons, but also to grow new knowledge points.

(4) Selection of test questions to develop students' abilities

In the oral evaluation of English in elementary school, we not only need to cultivate students' good communication habits, natural voice, intonation, but also need to cultivate students' abilities in various aspects. For example, in the fourth grade oral examination questions, we designed such activities:

This is Mr. Black's bedroom. Please look carefully and thenanswer the questions.

a. Is this a bedroom ? Please look carefully and thenanswer the questions.

a. Is this a bedroom ?

b. What can you see in the picture ?

c. How many windows are there ?

d. Where is the sofa ?

e. Do you like this room ?

Students answer the questions by looking at the pictures carefully, listening and understanding, and finally answering the questions. In this process, students develop their observation, attention, analyzing ability and expression ability.

2. Organizational form of the test

In the oral test we conducted, the test is conducted in classes by year groups, and the teacher of the class decides the exact time of the test, which usually starts about one month from the end of the term. Teachers can read English in the weekly mini-sessions, as well as noon, evening free time and evening study free time "in and out" of the oral test. This method of testing is limited to a few students at a time, and it would take several days for the entire class to be tested.

This decentralized evaluation organization is convenient and flexible, taking into account the differences between classes and grades, and allows teachers to make appropriate adjustments to control the pace of the test according to the specific conditions of the different classes they teach. At the same time, students can also perform better in a relaxed environment.

3. Test Scoring Criteria

We have developed detailed scoring criteria for the speaking test. Teachers grade students on whether their oral expression is correct, fluent, decent and other three aspects of the rating, according to the 1-5 points rating for each item, and then add up. Teachers appropriately relax the scoring scale, the purpose is to inspire students' interest in learning, enhance their confidence, and strive to make every student enjoy the joy of success from the oral examination. Under the guidance of the above scoring principles, teachers have unified their thinking, scoring to be objective and fair; teachers' own business quality has also been improved. Students who are not satisfied with their scores on the first test are allowed the opportunity to take the test again.

We are very clear: the purpose of the oral test is not simply for oral evaluation, but to evaluate for teaching and learning. If students can learn better in the process, why not?

Three, the results show

1. Exercise students' multiple abilities, improve students' sense of participation

In the English Activity Week held in our school, students' performances were generous, confident, and engaged, fully demonstrating their ability to use language comprehensively. The final oral examination is another rare opportunity for students to show themselves to their teachers and classmates, and they all cherish this opportunity. Teachers found that some students who were usually quiet in class had the courage to speak English through the exercise of the oral examination, and more and more students spoke enthusiastically in class, which is an encouraging gain.

2. Sound students' good personality and cultivate students' cooperative spirit

Carrying out oral evaluation plays a positive role in sounding students' personality. English oral training allows students to master language communication skills, learn to use polite language in different situations, and develop the habit of being civilized and polite. In order to get good grades in the oral evaluation, students adjust their behavior and cognitive styles with each other in their usual life with their classmates, learn to accept their classmates, help each other, cooperate with each other, and *** with each other to complete the whole process from preparation to the oral examination, which fosters a good spirit of cooperation.

3. Enhance the comprehensive quality of teachers, share the school's successful experience

To carry out oral evaluation of English prompted the teachers to purposefully strengthen the oral practice of the students, the school's English teachers have undertaken the provincial, municipal and district level open class, seminar class, written the relevant papers at all levels in all kinds of competitions won awards or in the national publications. School oral evaluation experience in Zhejiang Province, the new curriculum of elementary school English seminar to exchange, by experts at home and abroad, the teacher's unanimous praise!

Four, confusion summarized

1. How to coordinate the oral assessment and paper-and-pencil tests?

The tightness of the teaching task and the shortage of teaching hours have made many teachers neglect the due oral assessment of students. Especially in the higher grades, faced with the pressure of promotion, teachers pay more attention to pen-and-pencil practice and neglect the development of oral activities. The lack of oral evaluation in the evaluation of the English subject in the long term, and the neglect of the cultivation of students' oral communication skills in daily teaching, the students' ability to speak will inevitably be reduced. After clarifying that the development of oral activities can effectively promote the level of students' paper-and-pencil tests, how to more harmoniously combine oral assessment with paper-and-pencil tests organically?

2. How to overcome the difficulties of teaching large classes with large numbers of students?

Each English teacher in our school is responsible for teaching 5-6 classes, and the number of students in each class reaches about 40-50, too many classes and too many people make the organization of the oral test too difficult, which is an important objective factor hindering the smooth running of the oral test

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3. How to promote the excellent students and at the same time ensure that some "quiet" students speak?

Primary school students have three hours of class time per week, and less than two hours per week to learn English in the classroom. Although the school has done its best to create an atmosphere for learning English, there are few opportunities for students to practice speaking English except for teacher-organized activities, and some students lack the motivation to speak English. How can we ensure that some "quiet" students speak English while promoting the best students? It is the greatest wish of our English teachers that all students can overcome the problem of "difficulty in speaking" in elementary school, so that every student can speak English with confidence and no student will be left behind.

Conclusion:

The most direct use of learning English is "communication". The important purpose of an English program at the elementary school level is to enable children of this age to imitate the language and to use it. In view of this, we hope to set up a stage for students to demonstrate their spoken language by establishing an oral evaluation system that is oriented to the whole group, focuses on the process, and develops intelligence, so that every student can speak English boldly, easily, and confidently!