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Integrating “Teaching, Learning and Assessment” in Senior High School English Reading Instruction

Author(s)

Xianyan Yuan*

Affiliation(s)

School of Foreign Languages, Liaocheng University, Liaocheng, Shandong, China *Corresponding Author

Abstract

The National English Curriculum Standards for Senior High Schools (2017 Edition, 2020 Revision) identifies the development of students’ core English competencies as the central goal of instruction and explicitly calls for the implementation of the integration of “Teaching, Learning and Assessment”. As a key pathway for realizing core competencies, the integration of “Teaching, Learning and Assessment” requires that instructional objectives, activities and evaluation form an organic whole. However, in current senior high school English reading instruction, there remains a noticeable disconnect between evaluation and teaching. This study, grounded in the requirements of the new curriculum standards and supported by the theories of reverse teaching design and assessment for learning, takes “The Night the Earth Didn’t Sleep” (Unit 4, Book 1, PEP Edition) as an example. Following the five-step framework proposed by Li & Wang—“clarifying guiding philosophy, analyzing the text, diagnosing learner profiles, integrated design and implementation, and reflective practice”—the study constructs an objective-guided, assessment-embedded, activity-driven instructional system. The findings suggest that by embedding assessment throughout the entire process of knowledge acquisition, text analysis and transfer-oriented application, this model can effectively enhance the effectiveness of reading instruction and promote the development of students’ core English competencies.

Keywords

Integration of "Teaching, Learning and Assessment"; Senior High School English; Reading Instruction; Core Competencies; Reverse Teaching Design

References

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