4. Methodology 6

4.1 Research Questions 6

4.2 Research Design 6

4.2.1 Participants 6

4.2.2 Instrument 6

4.2.3 Research Procedure 6

5. Findings and Discussion 6

5.1 Result analysis of Question one 6

5.2 Result analysis of Question two 7

5.3 Problems and causes both in oral and body assessment 9

5.3.1 Case one 9

5.3.2 Case two 10

5.3.3 Case three 12

6. Suggestion 13

7. Reflection 14

References 15

 1. Introduction

1.1 The Background of the Research

Under the background of the New Curriculum, much importance are attached to the assessment.    On abroad, the wildly accepted view about immediate assessment is that it is integrated into the English teaching on a daily basis. Through the immediate assessment, it is to find out the problems and to solve it in time. At home, some professors argue that immediate assessment is one kind of formative assessment implemented in the classroom which is applied by both teacher and students themselves so as to make the English classroom carry through smoothly.

However, the quantity about teacher’s immediate assessment research is limited and the assessment patterns doesn’t put into practical use in the classroom which its reliability and validity remains to be testes. How to make full use of the immediate assessment for those student teacher to cultivate their students efficient is highly prompted.

1.2 The Significance of the Research

Teachers’ immediate assessment plays an important role in the assessment and it’s the major way to reflect the spirit of overall assessment during the English teaching. According to the New English Curriculum of 2011, assessment should focus on not only students’ grades but also any other potentials to build up their confidence leading to the overall development. Therefore, it is high time for teachers to enhance the competence of immediate assessment during the primary English teaching especially for those student teachers who have limited knowledge in this area.

1.3 Hypothesis and Research Questions

I have collected total fifteen videos of practical classes (twelve about student teachers and three about professional teachers). Through these video analysis from two different perspectives(oral and body immediate assessment), I plan to figure out the following two questions: (1) What are the preferences of student teacher in classroom assessment? (2) How does student teacher apply classroom assessment? At the end of this paper, some specific solutions related to these problems will be put forward for the purpose of improving student teachers’ immediate assessment.

 2. Literature Review

2.1 Classroom assessment

    In the early 20th century, western scholars studied on classroom assessment mainly aims to improve the classroom teaching effects in which the analysis of teacher’s behavior is the mainstream. Represented by D.G. Ryans, nine different kinds of teacher’s behavior was put forward. N.L. Gage and D.C. Berliner proposed four important teacher’s behaviors. They are organization, questioning, exploration and award which serves as the key point in classroom assessment. Latter on, American education professor Doyle illustrated it in detail and presented a distinctive teaching behavior table which gives the criterion for classroom assessment.  实习教师在小学英语教学中的课堂评价能力(2):http://www.youerw.com/yingyu/lunwen_50071.html