A Case Study on the Design Principles and Implementation of the Junior High School English Preview Self-Assessment Form
Liyuan Jia
Education Insights, 2025, vol. 2, issue 8, 123-129
Abstract:
The Compulsory Education English Curriculum Standards (2022 Edition) underscores that teaching assessment should be employed to fully play the main role of students, with students positioning as designers, participants, and collaborators. Through reflection and self-assessment, students can summarize their learning experience, engage in reciprocal knowledge, and plan their learning. Despite extensive theoretical and empirical work about integrating assessment into pedagogical practices, most research has centered on in-class activities, and studies related to pre-class preview are rare. As a critical yet under-theorized component of formative assessment, pre-class preview currently lacks systematic theoretical guidance, leading to suboptimal implementation outcomes. Thus, aiming to foster learning through assessment and improve the effectiveness of preview, this essay will design a self-assessment form specifically tailored for pre-class preview, to improve the problems like insufficient attention, directional ambiguity, insufficient strategy guidance and insufficient feedback that exist in the implementation of current preview.
Keywords: junior high school English; preview; assessment (search for similar items in EconPapers)
Date: 2025
References: Add references at CitEc
Citations:
Downloads: (external link)
https://soapubs.com/index.php/EI/article/view/639/626 (application/pdf)
Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
HTML/Text
Persistent link: https://EconPapers.repec.org/RePEc:axf:eiaaaa:v:2:y:2025:i:8:p:123-129
Access Statistics for this article
More articles in Education Insights from Scientific Open Access Publishing
Bibliographic data for series maintained by Yuchi Liu ().