Challenges and Pathways of Process-Oriented Assessment in High School English Teaching
DOI:
https://doi.org/10.63313/ESW.9061Keywords:
Process-Oriented Assessment, Formative Assessment, English Language TeachingAbstract
This paper examines the challenges and implementation strategies of pro-cess-oriented assessment (POA) in high school English teaching within ex-am-driven educational systems. Focusing on the Chinese context, it identifies key barriers including institutional constraints, teacher capacity gaps, and technological limitations, while proposing practical solutions such as hybrid assessment models, teacher training programs, and technology-enhanced feed-back systems. The study highlights the potential of POA to transform language education by balancing formative and summative evaluation, ultimately foster-ing holistic competency development.
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