英语教学形成性评价探讨

自从美国著名教育学家泰勒(R.W.Tyler)于20世纪30年代首先提出“教育评价”这一概念以来,这一领域的研究吸引了中外研究者广泛的留意。教育评价根据其所花费的时间和所发挥的功能可以分为终结性评价和形成性评价。终结性评价一直是课堂教学的主要评价方式。而长期以来,形成性评价却被严重的忽视。但是,研究者对于终结性评价的信度和效度的问题也提出了大量的批评。目前,现代英语教学开始夸大|教学论文网|形成性评价在教学中的应用。形成性评价以教学的过程,学生的发展和进步为自己关注的焦点,它同时也是当代课程改革的重要组成部分。大量事实证实,它具有强大的生命力,由于它具有多样性;即把不同的评价主体,内容,方式,方法,工具等应用到教学中。令我们欣喜的是,我国和国外的研究学者在此领域的研究中都已经取得了大量的成就。但是,在我国,研究者所关心和讨论的问题仍集中在基础教育阶段。因此,本论文试着对形成性评价在大学英语课堂应用的理论和实践作了进一步的研究。【关键词】：教育评价形成性评价终结性评价评价模式
【论文提纲】：Abstract6-7摘要7-11ChapterOneIntroduction11-14ChapterTwoBackgroundofThePresentStudy14-212.1Literaturereview14-192.1.1Anoverviewofwesternassesentdevelopment14-162.1.2AnoverviewofassesentdevelopmentinChina16-192.2Weaknessesandproblemsoftraditionalassesent19-21ChapterThreeTheoreticalBasisofFormativeAssesent21-303.1Definitionsofcommonassesent-relatedterms213.2Generaltypesofclassroomassesent21-233.3DefinitionsofformativeassesentandSummativeassesent23-253.4Characteristicsandfunctionsofformativeassesent25-273.5Therationaleofformativeassesent27-303.5.1MultipleIntelligencesTheory273.5.2HumaniPsychology27-283.5.3Constructivi283.5.4ContributionsofCognitivePsychology283.5.5Bloom'sTaxonomyofeducationalobjectives28-30ChapterFourApplicationofFormativeAssesent30-444.1Principlesofconductingformativeassesent30-324.1.1Learner-centeredprinciple304.1.2Ongoingprinciple30-314.1.3Multi-dimensionalprinciple31-324.2Methodsofformativeassesent32-344.2.1Self-assesent32-334.2.2Peerassesent33-344.2.3Teacherassesent344.3Toolsandtechniquesofformativeassesent34-444.3.1Observation35-364.3.2Questionnaire364.3.3Interviews36-384.3.4DialogueJournals38-394.3.5Conferences39-404.3.6Portfolios40-444.3.6.1Generalguidelineorusingportfolios41-424.3.6.2Advantagesofusingportfolios42-44ChapterFiveAnExperimentofFormativeAssesentinEFLTeaching44-595.1Participants44-455.1.1Students445.1.2TheResearcher44-455.2Researchpurpose455.roceduresofformativeassesentapplication45-475.3.1Assesenttrainingbeforetheexperiment45-465.3.2Aquestionnairesurveyattheinitialstageoftheexperiment46-475.3.3Implementationofformativeassesentexperiment475.4Instruments47-575.4.1Questionnaire47-495.4.1.1Design47-485.4.1.2Procedure485.4.1.3Datacollection485.4.1.4Resultandanalysis48-495.4.2Studentinterview495.4.3Settingthegoalsandself-assesent49-505.4.4Peer-assesentinteachingwriting50-515.4.5Portfolio51-575.4.5.1Designingstudentwritingportfolios51-525.4.5.2ImplementingportfoliosintheEFLwritingclasses52-565.4.5.3Conclusion56-575.5ASuggestedFormativeAssesentModel57-59ChapterSixConclusion59-62Bibliography62-65Appendix165-66Appendix266-67Appendix367-68Acknowledgements68