Jurnal Bahasa dan Budaya China

Oral assessment is an indispensable part of oral Chinese teaching and one of the most effective methods to assess the teaching effect. Through the oral assessment, problems in the teaching process can be found, and the gaps in the students' learning process can be checked and filled, which is helpful to improve the teaching level of teachers. This article adopts the method of interview and observation to analyze the oral classes of the first to third grades of the Chinese Department of Bunda Mulia University, and to explore the problems existing in the oral assessment. The results show that most teachers use direct one-to-one assessment methods. The commonly used question types in the first grade are reading aloud, sentence making, question and answer, and thematic speech; in the second grade are reading aloud, thematic speech and role-playing; and in the third grade are dialogue. The first and second grades often use the analytical scoring method, while the third grade commonly uses the task sub-item scoring method. Teachers of different grades have different focuses. The first grade focuses on fluency and time control; the second grade focuses on pronunciation; the third grade focuses on content and vocabulary. The problems in the oral assessment are: oral assessment environment and campus equipment, examinee factors, no clear written scoring standards, and lack of scoring training.