Formative Assessment Applied to English Teaching in A Vocational College and its Effects.docx
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Formative Assessment Applied to English Teaching in A Vocational College and its Effects.docx
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FormativeAssessmentAppliedtoEnglishTeachinginAVocationalCollegeanditsEffects
FormativeAssessmentAppliedtoEnglishTeachinginAVocationalCollegeanditsEffects
【Abstract】Theauthorcarriesoutastudyonformativeassessmentandprovesitseffectiveness.Thesubjectsintwoclassesmajoredinpreschooleducationinavocationalcollegearearrangedtohavetheexperimentlastingforasemester.Thedateprovedthatformativeassessmentiseffectivetoimprovestudents’achievementsandteachers’teachingeffect,whichnotonlydevelopsstudents’languageknowledgeandskills,butalsodevelopstheirrespectiveinitiativeandcreativity,eventheircooperationandautonomyabilities.
【Keywords】formativeassessment;assessmentapplication;summative;highervocationalcollege
Inrecentyears,theforeignlanguageworldfocusonlanguagelearningisnotaknowledgeacquisition,butskillslearning.Withtheintegrationoftheworldeconomyandthefrequentinternationalcooperation,itwillneedahighqualityworkerteamwhohaveskillsinEnglish.Sohowtoassessthestudentswhethertheyhavesuchskillsisveryimportant.whilethetraditionalassessmentandthesinglemethodmisguidetheorientationoflanguageskillsanddeviatefromthebasicruleoflanguageteachingtocertainextent.Therehasbeenmuchnegativeeffect.Therefore,thekeypointinEnglishteachingistoreformtheassessment.TocombineassessmentwithEnglishteachingisnecessarytocultivatethepotentialsofstudentsandimprovetheabilityofteachers.
1.ResearchMethodology
1.1Subjects
Thesubjectsnon-Englishmajorsofavocationalcollege.Oneistheexperimentgroup(EG),Theotheristhecontrolgroup(CG).Thesenon-majorsare83students,9maleand74female,aged18to20.TheyhavelearnedEnglishfor6yearsandtheyhavethesimilarlearningbackgrounds.AndtheyarearrangedtohaveEnglishclasstwiceaweek,eachclasslastingfor80minutes.
1.2Instruments
ThecurrentexperimentinvolvestwoauthenticpapersofPRETCO)andtwoquestionnairesurveys.
Thequestionnairesareadaptedfrom“Student-OpinionQuestionnairefromtheCenterofFacultyEvaluation”(Cangelosi1991:
249).Thequestionnaireconsistsof30items,Iselected20fromthem.Thequantitativemeanswerebasedoninterviews,portfolios,diaries,observations,teacherassessment,peerassessment,selfassessment.
PracticalEnglishTestforCollege(PRETCO)isanationalstandardizedEnglishtesttodeterminethenon-Englishmajors’languageproficiencylevelsaftertwoyearstraininginhighvocationalcollege.Ichoosetwoauthenticpaperstocomparethechangesofstudents’Englishproficiencylevelsbeforeandafterthestudy. 2.Implementationofthestudy
Duringthewholestudy,Teaching,guidance,learning,atmosphereandfeedbackarethemajoractivitiesinclassroom,allofwhicharetheprocessofcollectinginformationforformativeassessment.AndIassessedthestudentsbyteacherassessment,peerassessment,andselfassessmentandcollectedtheusefulinformationthroughinterview,portfolio,diary,andobservation.
3.DateAnalysisandDiscussions
TheresultsofproficiencyEnglishtestandquestionnaireweregatheredtogetherwithExcel2000.IusedSPSS17.0(theStatisticsPackageforSocialScience,ChineseVersion)toanalyzethedatacollected.
3.1InfluenceofFormativeAssessmentonLanguageKnowledgeGrasp
Toshowthestudents'learningprogressafterapplyingformativeassessment,theEGandCGtookapost-test,thetestpaperwastheauthenticPRETCO-B(June,2010).IusedthePairedT-testtocapturethedifferencesbetweenthepre-testandthepost-testforEnglishproficiency.Andtheresultisdescribedasshownasbelow:
Table3.1Paired-samplesT-testresultofthescoresbetweenEGandCG
Pre-testPost-test
groupNMean1SD1Mean2SD2
PRETCO-BtestEG3862.27116.99469.66114.564
PRETCO-BtestCG4559.47219.64561.60818.006
Ameanscore(Meaninbrief)isusedtoreflectvariableofcentraltendencyandastandarddeviation(SDinbrief)istoreflectvariableofdispersion.Table3.1showsthemeanscoreofEGis69.661,andthemeanscoreofCGis61.608,sothemeandistancebetweenthemis8.503.Furthermore,asP=0.031<0.05,thereissignificantdifferencebetweenthetwogroupsinEnglishachievement.
3.2InfluenceofFormativeAssessmentonLanguageSkillsImprovement
Formativeassessmentfocusesonimprovingstudents’languageskills,andhavingaall-roundassessmentonthem.Themethodsofitarevariouswhichcanguidethestudentstoexpresstheiropinionsbywhattheyhavelearned.Itiseffectivetoimprovetheircommunicativeability.Throughself-assessment,peer-assessmentandteacherassessment,theycanlearnabouttheirstrengthsandshortcominginlanguageapplication.
Inthepre-test,thecompositionsinthetwogroupsshowedthefollowingfeatures:
1)commonlyusedshortsentences.2)thevocabularyweresimple.3)grammarmistakeswerecommon.4)thearrangementwasnotproper.ButInthepost-test,thecompositionsinEGweremuchmoreaccurateinwordingthanthoseofCG,thestructureswereclearer,andsentencesweremoreperfectandcomplete.ThehandwritinginEGwasalsotidyandclean.Besidewriting,fromtheinterview,65.7%(N=25)ofthestudentsinEGdemonstratedthattheyhavegotgreatprogressinotherlanguageabilities. 3.3InfluenceofFormativeAssessmentonLearningInterestandAttitudesImprovement
Inordertoinvestigatewhetherstudents’learninginterestandlearningattitudeshavechangedduringtheresearch,Imadeacomparativestudyoftheresultsfrom
Questionnaire1andQuestionnaire2ofthetwogroupsonitem5“IaminterestedinEnglishlearning.”
Table3.3PairedsampleanalysisonlearninginterestofEGandCGbeforeandaftertheinterventionofformativeassessment
BeforestudyQ1AfterstudyQ2
GroupsNMean1SD1Mean2SD2
Item5
InQCG452.4889.78142.66671.0014
EG382.4737.86333.3421.9532
Notes:
Q1=QuestionnaireⅠ;Q2=QuestionnaireⅡ
AsweseefromTable3.3theformativeassessmentbringsaboutsomepositivechangestostudents’learninginterest(ThemeanscoreinEGbeforetrainingis2.4737butaftertrainingis3.3421),thatistosay,thestudentsbecomealittleinterestedinEnglishlearning.Andwithp=0.028<0.05,itmeansthataftertheinterventionofformativeassessment,studentsofEGaregettingmoreandmoreinterestedinEnglishthanthoseofCG.AsfortheCG,themeanscorejumpfrom2.4889to2.6667,italsoprovesthatashighervocationalcollegestudentstheyhaverealizedtheimportanceofEnglishandshowninterestinitslearning.MorestudentsinEGtakemuchmoretimetomakealearningplanandpayattentiontoimprovetheirlearningmethodsduringtheimplementationofthelearningplan.Theyhavespecificlearninggoalsandgoodstudyatmosphere.So,formativeassessmenthasagreatimpactonimprovingstudentslearningattitudesandinterest.
3.4InfluenceofFormativeAssessmentonLearningStrategiesandAutonomyPromotion
Theinfluenceofformativeassessmentonlearningstrategiesandlearningautonomy,Iselecteditem8“IoftenreflectonmysuccessesandfailuresinmyEnglishlearning.”anditem10“IlookforopportunitiestolearnasmuchaspossibleinEnglish.”toanalyze.NexttableistheresultsofthestudentsinthetwogroupsinQuestionnaire1andQuestionnaire2.
Table3.4StatisticsonlearningstrategiesandautonomyofEGandCGbeforeandaftertheinterventionofformativeassessment
ScaleNeveror
almostneverUsually
not
Somewhat
UsuallyCompletely
oralmost
completely
Item8inQ1
EGN=382
5%10
26%17
45%8 21%1
3%
Item8inQ2
EGN=381
3%5
13%11
29%17
45%4
10%
Item8inQ1
CGN=452
4%12
27%21
47%9
20%1
2%
Item8inQ2
CGN=451
2%10
22%21
47%11
25%2
4%
Item10inQ1
EGN=383
8%14
37%14
37%6
15%1
3%
Item10inQ2
EGN=382
5%7
19%10
26%16
42%3
8%
Item10inQ1
CGN=453
7%13
29%21
47%7
15%1
2%
Item10inQ2
CGN=452
4%12
27%21
47%8
18%2
4%
Scales:
1=Neveroralmostnevertrueofme;2=Usuallynottrueofme;3=Somewhattrueofme;4=Usuallytrueofme;5=Completelyoralmostcompletelytrueofme.
FromTable3.4,wecanseethedifferencesonlearningstrategiesandlearningautonomyofEGandCGbeforeandaftertheinterventionofformativeassessment.Beforetheinterventionofformativeassessment,studentsinbothEGandCGlacklearningstrategiesandlearningautonomy,becausetherewasonlyonestudentineachgroupwhowouldliketooftenreflectonhissuccessesandfailuresinhisEnglishlearningandtolookforopportunitiestolearnasmuchaspossibleinEnglish.AftertheinterventionofformativeassessmentinEG,thestudentsunderwentsignificantchangesintheseaspects,showinggreaterEnglishlearninginitiative.Onitem10“IlookforopportunitiestolearnasmuchaspossibleinEnglish.”,thestudentsinEGholdingapositiveattitudewiththepercentagechangedfrom18%(7students)upto50%(19students).Atthesametime,withtheguidanceofteacherandthehelpofclassmates,studentsbegantohaveregularreflectionontheirlearningstrategiesthroughlearningdiariessoastomonitortheirownlearningplan,andfindoutappropriateonesfortheirfuturelearning.Onitem8“IoftenreflectonmysuccessesandfailuresinmyEnglishlearning.”beforetheexperiment24%ofthestudentsinEG(9students)expressedtheiragreement,butaftertheexperiment,about55%ofthemagreedwiththestatement.Whiletherewerenoo
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