The Dilemma and Breakthrough of the Operationalization of High School English Teaching Objectives from the Perspective of Integration of Teaching-learning-assessment
Year: 2025
Type: article
Abstract: This study addresses the operationalization deficit in high school English teach-ing objectives through the integration of teaching-learning-assessment. It identi-fies three core issues, namely vague objective descriptions, implementation dis-connects, and objective-assessment misalignment which are rooted in teacher professionalism gaps, outdated assessment paradigms, resource constraints, and examination pressures.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 diagno-sis-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 teach-ing-learning-assessment.
Source: Education and Social Work
DOI: 10.63313/esw.9085
Author: Shiyuan Long
Institution: China West Normal University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4412873802