Realistic Misunderstandings and Classroom Implementation Paths of the Integration of "Teaching-Learning-Assessment" in Junior High School English
Abstract
The Compulsory Education English Curriculum Standards (2022 Edition) positions the integration of teaching, learning, and assessment as a key concept for fostering core competencies in English. However, in frontline junior high school English classrooms, this concept is often reduced to “adding in-class quizzes” or a superficial accumulation of activities. After clarifying the essence of teaching-learning-assessment integration, this paper draws on classroom observation and teaching reflection to identify four typical misunderstandings: narrowing of learning objectives, disconnection between assessment and teaching, ineffective feedback, and over-reliance on teacher-led assessment. It then proposes classroom implementation pathways from four perspectives: backward design, embedded assessment tasks, effective feedback mechanisms, and multi-agent participation in assessment. Taking unit teaching from the PEP junior high school English textbook as an example, the paper illustrates an operational approach to organically integrating assessment into the teaching process, aiming to provide frontline teachers with theoretically grounded and easily adaptable practical strategies.