Abstract
Authentic assessment has aroused the general concern of educators after it was raised in the later part of the 1980s. This paper analyzes and probes into the authentic assessment through classroom observation and questionnaires in order to find out some effective ways to promote students’ overall sustainable development. By comparing the use of the authentic assessment in English classroom in China and the West, the researcher discovers not all the teachers are willing to accept and adopt authentic assessment in classroom teaching, what’s more, the application of authentic assessment is also quite difficult. Meanwhile, most of the students still lack the sense of self- and peer-assessment. Aiming at these issues, this paper proposed some approaches for improving teaching quality by authentic assessment. The result shows that it is necessary to strengthen students’ ability to how to evaluate scientifically in English learning, including self-assessment and mutual assessment. It also suggests that teachers should try to recognize authentic assessment and consciously improve their expertise in practice.
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