对高职英语教学中形成性评价的思考与实践

高职学生英语学习形成性评价体系由教师评价、学生相互评价和学生自我评价等部分构成,学生学习档案是形成性评价的有效工具。实践证明,实施形成性评价有助于提高学生的学习成绩。     

运用形成性评价 反馈与促进学生英语自主学习

所谓形成性评价,是"对学生日常学习中的表现、取得的成绩及所反映出的情感、态度和策略等方面的发展"做出的评价。学生是学习的主体,学生的积极参与和自主学习是形成性评价顺利实施的前提。形成性评价关注的是学习的过程、学习目标和学生的主动性。学生利用形成性评价可以反馈自己分析在英语学习中的薄弱点和存在的问题,也可以独立地管理自己的英语学习过程。这样,学习者的自主性在形成性评价的过程中得到了提高,而学生的自主性反过来又可以提高形成性评价的效果。可见,形成性评价提高了学生的自学能力和自我管理能力。     

形成性评价与中学英语教学

《英语课程标准》要求建伊能激励学生学习兴趣和自丰学习能力发展的评价体系。陔评价体系由形成性评价和终结性评价构成。在英语教学过程中应以形成性评价为主。形成性评价是“对学生的学习过程进行的评价,旨在确认学生的潜力,改进和发展学生的学习”。     

谈谈英语教学中的评价问题

对学生进行成绩的评价是教学过程中的一个重要环节。小学英语评价的内容极其广泛,不仅包括语言知识、语言技能和实际交际能力,而且应包括学生在学习过程中所表现出来的学习态度。评价还可分为测试性评价和非测试性评价两种形式。测试性评价即终结性评价,非测试性评价即形成性评价。形成性评价关注学生的学习过程,鼓励所有学生合作学习,提倡在学习中培养性格,反映学习过程中的成功,使具有不同特长的学生都有施展自己才华的机会,让学生的学习兴趣得到更好的延续,学习习惯得到较好的培养,自学能力和交流能力得到发展。小学英语的主要目的之一即通过一系列的教育教学活动激发学生学习英语的兴趣,养成良好的学习习惯。因此,教学评价不仅要注重学生学习的结果,而且需注重学生学习的过程。评价形式应以形成性评价和终结性评价并重,但形成性评价在整个教学过程中应该占主导地位。     

善用形成性评价——培养和提高中学生英语学习的自觉性

作为重要的教育评价理论,形成性评价是基于学生学习全方位不间断地观察、记录和反思作出的发展型评价。在初中英语教学活动中推广形成性评价的目的是"激励学生学习,帮助学生有效调控自己的学习过程,使学生获得成就感,增强自信心,培养合作精神"。形成性评价使学生"从被动接受评价转变成为评价的主体和积极参与者"。本文对形成性评价方法进行了简单介绍,并就如何在初中英语教学活动中善用形成性评价,有效提高中学生英语学习的自觉性进行了阐述。     

形成性评价在专业英语教学中的应用

形成性评价是针对学生整个学习过程进行记录的评价。阐述了形成性考核的目的及专业英语课程形成性评价的构建方法,提出了适合专业英语课程的形成性评价方案,并在教学实践中加以应用。应用结果显示,形成性评价可以提高学生的独立学习能力,促进学生的自主与合作学习,加深学生对本专业的认知和对专业知识的理解程度。     

论形成性评价对英语教学的促进作用

在英语教学中,对于学生的评价一般分为终结性评价和形成性评价。与前者相比,形成性评价能更好地激发学生的学习兴趣和反映学生的学习过程。本文从现行英语教学中评价体系存在的问题入手,对形成性评价的作用等方面加以阐述。     

形成性评价在大学英语教学与测试中的作用

形成性评价是针对学生的日常学习活动进行记录、考察、评价和分析的一种评价方式。成功的运用形成性评价可以激发学生的学习激情,形成良好的学习习惯,使教师在了解学生的学习情况和学习需求的同时,及时调整教学内容及教学方法。     

形成性评价在大学英语口语教学中的应用

形成性评价是注重学生学习过程的评价,合理运用形成性评价有利于提高学生的自主学习能力和英语综合应用能力,促进学生的全面发展。本文分析了形成性评价的涵义、设计原则,并探讨了形成性评价在大学英语口语教学中的实践方法和注意问题。     

浅议高职英语形成性评价之情感因素评价

以学生学习行为为主的形成性评价注重的是学生学习的过程,依据学生的学习情况从多角度用多种形式和方法对学生的学习效果进行评价,对学生英语学习过程中的情感部分进行评价是形成性评价不可缺少的一个部分。     

Teacher Candidates' Exposure to Formative Assessment in Educational Psychology Textbooks: A Content Analysis

The purpose of this article is to define formative assessment, outline what is known about the prevalence of formative assessment implementation in the classroom, establish the importance of formative assessment with regards to student motivation and achievement, and present the results of a content analysis of current educational psychology textbooks. Several key definitions of formative assessment are examined, and various means of conducting formative assessment are outlined. Numerous studies that have examined the effects of formative assessment on motivation and achievement are summarized. The theoretical link between formative assessment and several important motivational constructs is established, and suggestions for future research are delineated.     

现代远程教育中形成性评价的现状及对策研究

课程评价是网络教育中学生评价的重要内容,也是网络教育教学质量的保证。目前我国现代远程教育的课程评价仍然侧重于终结性评价,对形成性评价的重视程度不足。在对16所试点高校网络教育学院的调研中,从各网院的形成性评价和终结性评价的比例、内容、形式的分析中证实,这些试点高校开始重视形成性评价。实践表明,形成性评价对学生学习起着重要作用,是保证学习质量的一个关键环节。针对调研中发现的问题,加强形成性评价的策略是：对形成性评价正确定位、从教学设计和技术角度加强学习参与度评价、建立健全形成性评价的反馈机制,不断推进和创新形成性评价工作。     

日本形成性评价发展的回顾与展望

形成性评价的相关理论自20世纪70年代被介绍到日本以来,由于其具有改进教学、有助于保障全体学生学力的功能而受到关注,对相对评价占支配地位的教育界产生了重要影响。形成性评价通过与注重教学研究、巧妙利用学生"出错"等日本本土化实践与理论思想的结合在日本得到发展并扎根。进入90年代,在建构主义理论的影响下,形成性评价与自我评价的结合而步入新的发展阶段。本文从日本传统教学思想的视角对日本形成性评价的发展进行了梳理,并通过形成性评价与自我评价相结合的实践案例分析了形成性评价发展的特征。     

‘Formative good,summative bad?’ – A review of the dichotomy in assessment literature

The debate between summative and formative assessment is creating a situation that increasingly calls to mind the famous slogan in George Orwell’s (1945) Animal Farm – ‘Four legs good, two legs bad’. Formative assessment is increasingly being portrayed in the literature as ‘good’ assessment, which tutors should strive towards, whereas summative assessment is ‘bad’ assessment on which tutors should minimise their focus, instead moving towards formative assessment (Taras 2005). By revisiting the origins of formative assessment, this article aims to bring back to light that summative and formative assessment are connected at their inception. It highlights how research in the literature has unintentionally created a harmful dichotomy between summative and formative assessment, and it identifies some attempts in the literature to re-connect formative and summative assessment. This paper challenges the dichotomy in the literature and invites those in higher education to consider the fundamental idea that formative and summative assessment need to work in harmony and should not be seen as contrary to each other.     

形成性评价在综合英语教学中的运用

2018年发布的《外国语言文学类教学质量国家标准》要求教师在课程考核中将形成性评价与终结性评价相结合。针对目前《综合英语》课程多以终结性评价为主的现状,本文提出教师应该重视形成性评价,提高形成性评价在课程考核中的比例,并提出新的形成性评价手段,使其在《综合英语》课程中发挥应有的作用。     

The impact of an alternative professional development model on teacher practices in formative assessment and student learning

Among contemporary means of enhancing student learning, formative assessment is perhaps one of the most important and effective. While formative assessment ideas and practices have been shown to have a proven record enhancing student learning, these practices are slow to be fully integrated into teachers’ day-to-day classroom practices. This study describes a collaborative effort among university faculty and public school partners to train teachers in the skills and practices of formative assessment. Regarding teachers’ involvement in the formative assessment professional development, findings highlight that 1) teachers’ participation in the professional development efforts did strengthen their understanding of both general knowledge of formative assessment and the use of formative assessment practices, 2) teachers’ plans to use the strategies in the future were related to their understanding of these strategies, and 3) in-depth and comprehensive understanding of formative assessment practices were critical to concrete applications of such practices in their classrooms. With respect to the impact on student learning, an overall effect size of .41 was found for teachers who utilized a formative assessment strategy compared with district averages for similar learning objectives when the practices were not used.     

形成性评价对大学英语教学的影响

本文介绍了形成性评价与终结性评价的区别以及国内外形成性评价研究现状,用实验研究的方法分析了形成性评价对大学英语教学的影响。通过实验研究,结果显示:形成性评价方法有利于增强学生的英语学习动机,促使学生使用学习策略,有效培养学生的英语应用能力。     

理解课堂中的形成性评价

形成性评价是一种能促进学生学习的有效策略,本文的核心问题正是如何理解课堂中的形成性评价。为此,本文将首先介绍目前美国教育系统中存在的一些问题,并就此问题提出一个可能的解决方案——形成性评价。在简要的背景回顾和文献综述之后,文章将提出我们建构的形成性评价工作模型。接着,本文将从我们围绕形成性评价设计的教师专业发展项目,以及我们自身的探索出发,讨论形成性评价面临的一些新问题。最后便是根据这些新问题,分析如何进一步理解形成性评价。     

Formative and summative assessment in Hong Kong primary schools: students’ attitudes matter

ABSTRACT

This study investigates the relationship between students’ attitudes towards formative assessment and summative assessment and aims to enrich the understanding of formative and summative assessment from the students’ perspective. A total of 3,019 Hong Kong primary school students responded to a newly developed instrument. Overall, students reported positive instrumental yet negative affective attitudes towards formative and summative assessment. Girls had less negative affective attitudes towards formative assessment, but more positive instrumental attitudes towards formative and summative assessment than boys. Grade 4 students consistently scored higher than Grade 5 and Grade 6 students in assessment attitudes. The gender and grade differences were statistically significant, but had small effect size. Moreover, it was found that students’ affective and instrumental attitudes to formative assessment positively predicted students’ affective and instrumental attitudes to summative assessment.     

Formative assessment at the crossroads: conformative,deformative and transformative assessment

The theory and practice of formative assessment seems to be at a crossroads, even an impasse. Different theoretical justifications for the development of formative assessment, and different empirical exemplifications, have been apparent for many years. Yet practice, while quite widespread, is often limited in terms of its scope and its utilisation of the full range of possible approaches associated with formative assessment. The paper reviews these issues and explores them in relation to the development of formative assessment in higher education. HE is taken as ‘test case’ of the paradoxical implementation of formative assessment, whereby the aim is, ostensibly, to develop independent and critical learners, while in practice highly conformative assessment procedures are being designed and developed. The paper argues that developers also need to attend to the divergent possibilities inherent in formative assessment, if their aspirations for a more transformative practice are to be realised.