【正文】 e Learning activitiesAssessment in ELT means to discover what the learners know and can do at a certain stage of the learning process. It based on a collection of information about what students know and can do. Assessment is necessary for ELT. Teachers need to know what has been done and what needs to be done next。 what the students already know or can do and what they do not know or cannot do yet. While students need to know what they have acplished, be aware of what they need to work on next, and build up their confidence and satisfaction from what they have achieved (Wang Qiang, 2000: 159). In the cooperative learning process in high school, assessment is essential and there are mainly three types of assessment: process assessment, selfassessment and mutual assessment and continuous assessment. Process assessmentTo assess accurately and to give feedback on what the students are acplishing, the assessment should not base solely on the final results of the cooperative learning activities but the process of activities. That is to say, what and how the students behave during the activities need to be assessed. The teacher can get information by observing the students in class and by looking at their work. The teacher can assess students’ performance appropriately by assessing these aspects such as whether the students take an active part, help collect information to fulfill task and express in English or not and how their English proficiency are. Thus, students will not only receive group grades, but also individual grades, so there will be a motivated factor to help each other and to understand the activity at a personal level. The teacher can make a following table to evaluate the students’ performance:Table 1Activity Topic:GroupGroup memberTake an active partExpress in EnglishCollect informationCorrect mistakesEnglish proficiency1Ella Becky Ben John 2Amity Susan Linda Mandy Key to Grading:A: Excellent B: Good C: Fairly Good D: PoorE: Very Poor F: Extremely Bad Selfassessment and mutual assessmentKohonen (1999) asserts that students are able to make quite accurate assessment of their own achievements.(see Wang Qiang, 2000: 160) The students themselves as well as the same group members can be given the chance to evaluate their own performance. The selfevaluation is the most essential and highlights the positive aspects of cooperative learning as it brings the problematic cases to the teacher’s attention. Also, the students as well as the groups can evaluate each other, which are called mutual assessment.In the cooperative learning activities, by being asked some question such as “How is your performance?” “How did you feel in your group?” “What did not you like while working with your group?” “How do you think Group D performed?” “What aspects do you think should be improved for yourself and your group?” the students can achieve the goal of selfassessment and mutual assessment. Continuous assessmentAccording to Wang Qiang’s opinion (2000: 160), the final goal given to the students is not his or her mark on the final exam paper。 rather, it is some kind of bination of the grades the learners has received for various assignments during the course. It can also include the grades that the teacher has given for students’ performance or participation in the class activities.Continuous assessment can be applied into cooperative learning in English teaching. The teacher may bine the process assessment with final score of every group for every activity (see table 2) to get the final grade.Table 2 (Final Grade)ActivitytyGroup123456Group AGroup BGroup CGroup DGroup EGroup F6. Two examples of application of Cooperative Learning An example application of Cooperative Learning in writingExample material: NSEFC Book2 Unit 2 the Olympic Games Example topic: The advantages and disadvantages for China to hold the Olympic Games Example aims: a. To develop students’ cooperative spirit, ability to collect information and correct mistakes. b. To cultivate ability to use language, especially the writing and speaking ability. c. To let students know more about the Olympic GamesGroup way: 4 students in a group according to seating arrangement.Example procedures:Step one: Collect information. Ask students to collect information before the class by surfing internet,reading magazine, etc.Step two: Brainstorming Ask students to work in their own cooperative groups to list the information about the advantages and disadvantages of holding the Olympic Games as much as possible. And make a brainstorm for their writing passage.Step three: Discussion Ask students to discuss which three advantages and disadvantages are the main ones and the reasons. The students list the main advantages as follow: A. Promote economic development B. Increase opportunities for employment C. Publicity Chinese cultureThe three main disadvantages as follows: A. Result in pollution B. Waste of resource C. Put pressure on the Social securityStep four: Put the ideas into sentences and then into passages.First, ask students to write down some sentences about their opinions,make out an outline, topic sentences of the paragraphs and some key words and phrases.Next, get the students to put their sentences in order.Then, students write their passage, using linking word and relative pronouns. While carrying out this work, the teacher may walk around to give some help to students when necessary.Step five: Evaluation and assessment.a. Get the students to exchange their writing with other members in the groups