形成性评价在高职英语教学中的实践与探索

摘要

评价是教学的重要组成部分。如何正确有效地使用评价在提高学生的学习效率和教学质量方面发挥着重要的作用。按照评价的功能，评价一般分为终结性评价和形成性评价。终结性评价是一种传统的评价方式并被广泛运用。尽管它有很多优点但是它的缺点也不容忽视。对于终结性评价，成绩是考核学生能力和教学质量的唯一标准，老师、家长和学校只注重考试成绩而忽视了学生的兴趣，它不能培养学生的自信心和自主学习。运用这种评价方式带来很多负面效果。目前，越来越多的教育家和老师意识到了这些负面效果，他们要求进行教学改革，宣传注重考核学生学习过程的形成性评价。运用形成性评价，可以收集学生的学习情况信息，收集学生学习情感信息，分析学生学习的弱点和优势。关于形成性评价的研究主要在小学，而在高职院校的研究则很少。本论文打算研究在高职院校的英语教学中运用形成性评价帮助学生形成良好的学习兴趣和学习习惯、提高学习成绩，从而帮助他们培养自信心和发展综合素质，并改善师生关系。
　　此次研究对象为广厦学院96名非英语专业学生，开展实验前，两个班的学生英语水平差不多。试验中，两个班级分别被设为实验组和控制组，前者使用形成性评价，后者使用终结性评价。形成性评价中收集数据的主要工具有观察、会议、档案袋、反馈、自我评价和互评等。实验分为三个步骤，第一步是准备阶段，第二步是实施阶段，第三部是结果分析阶段。
　　经过一个学期的研究，作者发现:通过实施形成性评价实验组的学生1）提高了学习兴趣，成绩也有所提高;2）提高了自信心，促进综合素质的发展;3)形成了良好的学习习惯;4）改善了学生和老师之间的关系;5）学生更喜爱形成性评价方式。
　　形成性评价的实施为解决学生英语学习问题提供了一种新的方法。最后，本文针对终结性评价和形成性评价各自的优点和缺点，提出了一个建议，即终结性评价和形成性评价应结合使用。

目录

ACKNOWLEDGEMENTS

ABSTRACT

摘要

CONTENTS

Chapter One Introduction

1．1 Background of the study

1．2 Significance of this research

1．3 Organization of this thesis

Chapter Two Literature Review

2．1 Definition of formative assessment

2．2 Overview of formative assessment development

2．3 Characteristics of formative assessment

2．4 Comparison of formative assessment and summative assessment

2．4．1 Difference between formative assessment and summative assessment

2．4．2 Shortages of summative assessment

2．4．3 Advantages of formative assessment

2．5 Functions of formative assessment

2．5．1 For students

2．5．2 For teachers

2．6 Theoretical foundations of the study

2．6．1 Multiple intelligence theory

2．6．2 Humanistic theory

2．6．3 Meta-cognition theory

2．6．4 CIonstructivism

Chapter Three The Application of Formative Assessment in Higher Vocational College English

3．1 The Principle of formative assessment

3．1．1 Principle of students-centeredness

3．1．2 Principle of equality

3．1．3 Principle of ongoing

3．1．4 Principle of goal-directed

3．2 The Contents of formative assessment

3．3 Ways of assessment

3．3．1 Self-assessment

3．3．2 Peer assessment

3．3．3 Teacher-assessment

3．4 Tools and techniques of formative assessment

3．4．1 Portfolio

3．4．2 Conference

3．4．3 Observations

3．4．4 Feedback

Chapter Four Research design

4．1 Description of the experiment

4．1．1 The Background of students

4．1．2 Subjects

4．1．3 Research Objectives

4．2 Experiment process

4．3 Implement formative assessment

4．4 Data collection Tools

4．4．1 Pre-assessment Tools

4．4．2 In-process-assessment Tools

4．4．3 Post assessment Tools

Chapter Five Findings From The Research

5．1 Expected Findings of The Experiment

5．1．1 Arousing English learning interest and inspiring their motivation

5．1．2 Boosting up confidence and help students develop overall ability

5．1．3 Forming better learning habits and helping students to be more successful on the summative assessment

5．2 Unexpected Findings of The Experiment

5．2．1 Improving the relationship between the students and the teacher

5．2．2 Students’ attitude of the new assessment methods

5．2．3 EG’ significant difference was not remarkable than CG’

Chapter Six Suggestion on Assessment Model to VSSEL

6．1 The Limitation of Formative Assessment

6．2 The Suggestion of Knowledge-skill assessment model

Chapter Seven Conclusion

REFERENCES

APPENDICES

Appendix 1：Questionnair to Students’ opinion on assessment

Appendix 2

Appendix 3

Appendix 4

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