形成性评价论文.docx
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形成性评价论文.docx
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形成性评价论文
ApplicationofEnglishFormativeAssessmentinPrimarySchoolEnglishTeaching
中文摘要
自2011年我国实行新课程标准以来,形成性评价已在学校广泛推行。
《英语课程标准》提倡传统性评价和形成性评价相结合,达到促成学生进步的目的。
然而至今,我国英语教学评价方式还是过多依赖传统性评价:
重结果,轻过程;重知识,轻素质;不利于提高学生的学习积极性和内在动力,阻碍学生在学习上的主动发挥等等。
为促进学生全面发展,增强语言能力,形成性评价在英语教学中将起到举足轻重的作用。
本文旨在通过了解形成性评价的理论概念,结合国内外小学英语教学现状,对传统性评价和形成性评价两者进行研究,并通过举例实验说明两者的优缺点,进而突出形成性评价在其教学中的应用。
关键词:
形成性评价传统性评价英语教学
Abstract
InChina,thenewcurriculumstandardcarriedoutin2011.Sincethen,formativeassessmenthasbeenwidelypromoted.TheECSadvocatesthatlanguageassessmentshouldbeacombinationofformativeassessmentandsummativeassessment.
Howevernow,Englishassessmentisbasedonsummativeassessment.Itvaluesresultmorethanprocess,andvaluesknowledgemorethanquality.Thiskindofassessmentcannotbringtheactivity,creativityorinitiativeofthestudentsintofullplay.Inordertopromotestudentstudyinan-allwaydevelopmentandstrengthlanguagecompetence,formativeassessmentwillbeanimportantroleinEnglishteaching.
Throughunderstandingthetheoreticalknowledgeofformativeassessment,thisthesisemphasisonresearchofthestrengthsandweaknessoftheformativeassessmentandsummativeassessment,inordertoembodytheimportantapplicationofformativeassessmentinprimaryschoolEnglishteaching.
Keyword:
formativeassessment,summativeassessmentEnglishteaching
Introduction(1000字左右)
ChapterOneTheoreticalFramework
1.1TheInterpretationofFormativeEvaluation
1.2PreviousStudyofFormativeEvaluation
1.3TheRelatedTheoriesandBackground
1.3.1ThetheoryofConstructivism
1.3.2Thetheoryofmultipleintelligences
1.3.3ThetheoryofHumanism
1.3.4ThetheoryofCognitivism
1.3.5Thetheoryof“zoneofproximaldevelopment”
1.3.6Thetheoryofattribution
ChapterTwoResearchandDesign(教学过程)
2.1ResearchPurpose
2.1.1Topromotetheschool’steachingandresearch
2.1.2Bebenefitfordevelopingcooperativelearning
2.1.3Bebenefitforreflectthesuccessinstudyingprocess
2.1.4Bebenefitforthedevelopmentofhumanismassessmentthought
2.2ResearchProcedure
2.2.1Researchquestion(去掉)
2.2.2Researchsubjects
2.2.3Researchmethods
2.3DataCollectionandAnalysis
ChapterThreeTheApplicationofFormativeEvaluation
3.1MethodsoftheApplication
3.2TheAdvantagesofFormativeEvaluation
3.2.1Intheaspectofintegrity
3.2.2Intheaspectofexpansibility
3.3TheSuggestions
3.3.1Student’sself-assessment
3.3.2Inspiringstudents’interestinlearningEnglish
3.3.3Protectingstudents’self-esteemandhelptobuildupconfidence
Conclusion
Introduction
Recentyears,Englishteachinginprimaryschoolinourcountryisbecomingmoreandmoreimportant.AndinordertostudentscanimprovetheirEnglishlevelintheround,ourcountrymakesthereformabouttheteachingcurriculum.Thenewcurriculumstandardiscarriedoutfrom2011.TeachingassessmenthasbeenanimportantpartofEnglishteaching.Assessmentforthewholecourseandresultofteachingisavailablemonitoring.Thetraditionalsummativeassessmentonlycaresaboutthelearningreport,isverysimple.Formativeassessmentismuchmorepivotal,especiallyinprimaryschoolEnglishteaching.
ThisthesiswewilldiscussabouttheapplicationofformativeassessmentinprimaryschoolEnglishteaching,andhowtomaketheassessmentinhighesteffect.Wewillcomparethesummativeassessmentwithformativeassessmentbytherealsample,andthinkoutbettermeasuretoimproveteachingefficiencyandallstudents’Englishlevel.
1.TheoreticalFramework
Theconceptofassessmentandresearchaboutassessmentbothathomeandabroadwillbereviewedinthischapter.Firstly,thekeytermformativeassessmentandsummativeassessmentbyillustratingtheircharacteristicswillbeintroduced.Then,ittakesabrieflookatthecurrentresearchsituationofformativeassessmentinwesterncountriesandourcountry.
1.1TheInterpretationofFormativeEvaluation
Educationalassessmentgenerallyconcludessummativeassessmentandformativeassessment.Summativeassessmentreferstothecumulativeassessment,usuallyoccurringattheendofaunitortopiccoverage,whichintendstocapturewhatastudenthaslearned,orthequalityofthelearning,andjudgeperformanceagainstsomestandards(Bachaman,1990;43).Avarietyoffinalexaminationcarriedoutattheendofaunit,aterm,ayearoracoursearealltypicalsourcesofsummativedata(Chen,2001).
Formativeassessmentreferstoassessmentthatinvolves“collecting,synthesizing,andinterpretingdataforthepurposeofprovidinginformationstudentsandteachersthatareusedtoimproveteachingandlearning”(Airasian,1997;402).Wecanseethatformativeassessmentisstudent-centeredanddevelopment-orientandismoreauthenticandscientificaccordingtothedefinitions,functionsandfeatures.
Formativeassessmentisfeaturedwithitslargevarietyofassessmentcontents,way,tools,andagents.Asforassessmentways,itincludesself-assessment,peer-assessment,teachers-assessmentandparent-assessment.Asforassessmentcontents,itincludesinsideandoutsideclassroomlearningactivities,suchastellingstories,Englishplay,role-play,dutyreportandhomework.Anditconcernstheindividual’slanguageknowledge,languageskills,learningattitude,cooperativespirit,independentlearningabilityandculturalconsciousness.Asforassessmenttools,itincludesobservation,questionnaire,interview,portfolio.Allofthesemakeformativeassessmentmorecomprehensive,scientificandindividual.Therefore,formativeassessmentismoreobjectiveandhumanistic(Gallagher,1998).Anditishelpfulforpupilstoenhancetheirconfidenceandactiveness.
1.2PreviousStudyofFormativeEvaluation
Formativeassessmenthasbeenputforwardintheyearof1967bytheAmericanreviewstudies’expertM.SerivenandthenwasbroughtintoteachingfieldbyAmericanprominenteducationistB.S.Bloom.Aftertheconcepthasbeenbroughtforward,lotsofresearcheshavebeendonetodiscussformativeassessment’sconcept,characters,connotation,necessitiesandfunctionstowardseducation.Besides,inoutcountry,themodelof“decidedbyoneexam”ineducationassessmentwasingrainedbeforeoutnewcentury,andtherelatedessaysandliteraturenotaroseuntiltheendofthe90th.ThoughitappearsverylateinChina,itdevelopsveryrapidlyandviolently.
1.3TheRelatedTheoriesandBackground
Formativeassessmentistheconcentratedexpressionofthemoderneducationalidea,andagreatnumberofideasarerelatedandevencouldbetreatedasthebackgroundofformativeassessment.
1.3.1ThetheoryofConstructivism
Attheearliest,ConstructivismispresentbyJ.PiagetwhoisapsychologistinSwiss.Itbelievesthatstudents’knowledgeisnotobtainedbyteachers;howevertheyobtaineditincertainsituation,withthehelpofotherpersons,usingnecessarylearningmaterials,throughthemeaningconstruction.Italsobelievedthatstudyisnotaprocessthatstudentsacceptknowledgepassively,butaprocessthatstudentsconstructknowledgeframeworkactivelyintheprocessofinteractionwiththeobjectiveenvironment.Inthewholeteachingcourse,studentsaremajor,teachersareorganizing,guidingandpromotingthem,promotingintotheinteractionoflearnersandlearningsituationinmaximumlimitandgivingfullplaytothelearners’enthusiasm’initiativeandcreativity.Sotheycancompletethemeaningofknowledgeconstruction.Educationassessmentisthesame.Themainbodyofassessmentwouldbethestudent;theyshouldbepositiveandactiveassessor,involvedineverylinkofteachingassessment.Formativeassessmentclaimsthatassessmentstimulatesthemainbody’sparticipation;evaluatesthatemotionalattitudewhichisshowwhenlearnersconstructknowledge,thatstrategyormethodandprocessofknowledgeconstructionwhichareused,sostudentswillobtainincentiveinthelearning,produceself-confidenceandfulfillfeeling.Formativeassessmentalsostressedthatstudentsimproveself-learningabilityshouldmonitorandreflectappropriatelybythemselves,masterandadjustthesuitablelearningstrategies.
1.3.2Thetheoryofmultipleintelligence
ThetheoryofmultipleintelligenceisproposedbyGarder.HwhoistheAmericanHarvarduniversityprofessor,afamousdevelopmentalpsychologist.Thistheorypointedoutthathumanintelligencereferstonineparts,suchasmathematicallogicintelligence,verblanguageintelligence,visualorspatialrelationshipintelligence,musicalintelligence,kinestheticintelligence,interpersonalintelligence,self-introspectiveintelligence,naturalintelligenceandexistingintelligence.Andfromnewangleexpoundedandanalyzedthatintelligence’sexistingwayanditspotentialabilitytodevelopandsoon.
Thistheoryhasmuchinfluenceontheeducationfield.Firstly,itinfluencedonthethoughttostudentwithpositiveandactivebyteachers.Itthinksthateverypersonhasnineintelligences,justthattheyhavedifferentwaysanddifferentdegreecombination.Secondly,itinfluencesthatteachersrebuildthethoughtofintelligence.Thirdly,ithelpsteachersbuildnewthoughtabouteducation,emphasizeeducationfunctionalityofassessment,developandexplorethevariouspotentialabilitiesonthestudents,gotoknowtherealneedandexpectinthedevelopmentofstudents’bodyandheart,helpstudentstoknowthemselvesandtosetupself-confidence,promotestudentstodevelopfromtheprimarylevel.
1.3.3ThetheoryofHumanism
Thistheoryisbasedonthehumanismpsychology,itwasproposedbyAmericanpsychologistsA.MaslowandCarlR.Rogers.Itempha
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