introduction

There is a phenomenon of "teaching by examination and learning by practice" in English teaching, which leads to student polarization and questioning of social benefits. The New Curriculum Standards emphasize the integration of "moral education and talent cultivation" and "teaching learning evaluation", which has become a research focus. The Shandong Province Junior High School English Assessment Project aims to study the balance of three evaluation methods, strengthen teachers' awareness of evaluation, explore assessment methods, and construct a scientific assessment system.

Evaluation project design

Introduced the improvement measures and evaluation project design for junior high school English teaching based on diagnostic assessment. The project is divided into two stages. In the first stage, test questions were formulated based on the "New Curriculum Standards" and tested throughout the province. It was found that seventh grade students were severely polarized. The second stage focuses on the new seventh grade students as the research subjects, combining "evaluation for learning" and "evaluation as learning" to track the students' learning process. The purpose of "evaluation for learning" is to locate students' actual level and problems, facilitate teachers in formulating teaching plans, and implement differentiated teaching. The project team has developed a work plan that runs through the seventh grade year, including three tests and questionnaire surveys, aimed at identifying student problems, proposing teaching suggestions, verifying teaching improvement effects, and providing a basis for adjusting teaching strategies.

Analysis of Entrance Test Data and Teaching Improvement

In September 2023, the project team conducted entrance diagnostic tests on seventh grade students in cities A, B, and C. The results showed that students generally did not meet the quality requirements of the second level of education, and the differentiation was severe. Students perform poorly in various English skills, especially in discourse comprehension, logical relationships, and complete expression. The project team found through questionnaires and interviews that students have a fear of learning English. Based on this, the project team launched a teaching improvement experiment based on English original reading, with the understanding hypothesis as the theoretical basis, aiming to verify the practical effect of this theory in English teaching and implement the requirements of the New Curriculum Standards for students' English reading volume. The project team has equipped a series of original reading materials for teaching improvement experiments and developed a one-year implementation plan, emphasizing the principles of literacy orientation and differentiated teaching. Each class is required to have at least one reading class per week, with students choosing their own reading materials and reading speed, and teachers providing timely feedback and assistance. The experimental class breaks the traditional teaching mode, focusing on original reading, and students only learn the textbook content after meeting the second level requirements. The experiment was launched in October 2023, where students repeatedly listened to audio and imitated pronunciation while reading, and recorded their learning outcomes using different methods. Regular reading and communication activities were also conducted.

Teaching improvement effect

Analyzed the effectiveness of improvement measures for junior high school English teaching based on diagnostic assessment. The final exam of the first semester showed a high rate of students failing in various English skills, especially in reading and writing. Through questionnaires and interviews, it was found that students have a high interest in story based English reading materials, but have a negative attitude towards learning the textbook content, slow reading progress, and below expected reading volume. The end of year test results show that students have made significant progress in comprehensive abilities, listening, reading, and language knowledge application, but there is limited improvement in writing ability and problems with oral expression. The teaching improvement experiment has achieved significant results, with students' interest in learning, willingness to express themselves, enhanced awareness of cooperation and sharing, and improved language proficiency. However, there is still a gap in students' reading volume, and more in-depth research and targeted measures are needed to cultivate expressive skills.

Conclusion of the evaluation project

Emphasis was placed on the core role of evaluation in junior high school English teaching, pointing out that evaluation not only diagnoses problems, but also guides learning improvement and measures the achievement of teaching goals. Diagnostic evaluation helps identify students' learning problems, formative evaluation promotes learning improvement, and summative evaluation measures goal achievement. Evaluation is an important measure of teaching reform, and researchers need to deepen evaluation research, develop diverse evaluation methods, and explore personalized teaching based on data. Teachers should enhance their ability to design and implement evaluations, establish a scientific evaluation system, and achieve the integration of "teaching learning evaluation".