Lu Zhang

With increasing demands for English proficiency in higher education, non-English major students frequently encounter persistent challenges such as irregular attendance, low confidence in language use, limited spontaneous language production, and excessive reliance on digital translation tools. Traditional exam-centered assessment systems often fail to address these issues because they emphasize summative outcomes rather than learning processes. Grounded in constructivist learning theory, formative assessment principles, multimodal input, and metacognitive development, this study presents a multi-component assessment system implemented in a college English course for design-major students. The system consists of vocabulary tests, listening tasks, classroom participation, handwritten vocabulary notebooks, a textual analysis assignment, attendance monitoring, and a midterm examination. Rather than functioning as isolated evaluative instruments, these components are intentionally designed as an integrated pedagogical framework that aligns instructional objectives, learning activities, and assessment criteria. Through sustained pedagogical analysis and classroom observation, this paper demonstrates how the assessment system promotes authentic language processing, enhances classroom engagement, reduces digital dependency, and strengthens students’ sense of achievement. The study argues that a diversified, process-oriented assessment system not only provides a more accurate representation of students’ language competence but also operates as an instructional management mechanism that actively shapes learning behaviors. The findings offer practical insights for college English teachers seeking to balance accountability, motivation, and meaningful language development.

College English; Multi-component assessment; Formative assessment; Multimodal learning; Constructivism; Handwriting tasks

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