Author(s)

Chunyan Li

Corresponding Author

Chunyan Li

Abstract

Currently, the teaching evaluation of service English courses in higher vocational colleges is generally conducted in the form of summative evaluation. However, there are some problems with summative assessment, such as the single assessment method and the difficulty in assessing students’ English skills. This article proposes a “Driving license” assessment model, and proposes reforms to the teaching evaluation model of service English courses in higher vocational education from aspects such as reforming the theoretical content assessment, increasing the proportion of formative assessment, and striving to effectively reform the teaching evaluation method of higher vocational education.

Keywords

Higher vocational education; Teaching evaluation methods; Service English courses