This paper aims to suggest the way of improvement of language arts evaluation in the secondary school by monitoring the present condition and problem of mid-term and term-end examination.
A characteristic of the present examination of secondary school is the coexistence of old and new paradigm. The old paradigm means the questions requiring the one and only answer, and the new paradigm means the question encouraging active and voluntary thinking.
In this condition, the mid-term and term-end examination can't play role of summative evaluation. It doesn't accommodate the uniqueness of individual school, class, and subject, that is to say the surplus of standardization. On the contrary, the summative evaluation has a tendency to resemble diagnostic and formative evaluation in the form of question. In a word, it is the loss of identity as summative evaluation.
To resolve these problems, it is necessary to develop the question item subjective to the goal of study suggested in the national curriculum and textbook, and devise discrimination between summative evaluation and diagnostic and formative evaluation. The question items containing the category of declarative knowledge, procedural knowledge, attitude, and performance will be a new example. And the different item type including true and false type, alternative type is necessary to be set in a lineage.