A Case Study on the Design Principles and Implementation of the Junior High School English Preview Self-Assessment Form

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.