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Duqin Wang
Beijing Institute of Petrochemical Technology, China

Abstract
This paper addresses the topic of English assessment in senior secondary vocational schools in the Chinese mainland. Studies are reviewed concerning the implementation of the concept of assessment proposed in the national syllabus issued in 2009. With reference to the concept of assessment in the 2009 Syllabus and the 2020 Curriculum, an online questionnaire survey was conducted to investigate the practice of assessment in senior secondary vocational schools in China. Sample tests used in senior secondary vocational schools were drawn upon to provide evidence for the practice of assessment. Findings from this study indicate that a shift has been made from traditional assessment of learning to assessment for and as learning. The integrated model of assessment proposed in the Syllabus is commonly practised. Some other models like multiple assessment and credit substitution assessment are also adopted in some middle schools. Diverse evaluation criteria are adopted, multiple methods of assessment are employed, students and stakeholders are participating in assessment as agents. Teachers are using formative assessment to support teaching and learning. Innovation can also be found in summative assessment, in which performance tasks are designed, authentic materials adopted, and real-life/vocational contexts provided for measuring students’ ability to use language to do things.

Keywords
Vocational English assessment, core competencies, integration of formative assessment and summative assessment, performance assessment