The Dilemma and Breakthrough of the Operationalization of High School English Teaching Objectives from the Perspective of Integration of Teaching-learning-assessment

Shiyuan Long

doi:10.63313/ESW.9085

Authors

Shiyuan Long China West Normal University, Nanchong 637009, China Author

DOI:

https://doi.org/10.63313/ESW.9085

Keywords:

Integration of Teaching-learning-assessment, English Language Teaching, Instructional Objectives, Operationalization

Abstract

This study addresses the operationalization deficit in high school English teaching objectives through the integration of teaching-learning-assessment. It identifies three core issues, namely vague objective descriptions, implementation disconnects, and objective-assessment misalignment which are rooted in teacher professionalism gaps, outdated assessment paradigms, resource constraints, and examination pressures. Solutions include restructuring objectives via Bloom’s taxonomy and SMART principles; establishing a competency-oriented diagnosis-dynamic adjustment-process monitoring mechanism; and employing AI for tiered evaluation and resource integration. The research provides theoretical frameworks and practical tools to advance substantive integration of teaching-learning-assessment.

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