形成性评价在大学英语口语教学中的应用_夏蓉.docx

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1、 分类号 _ 密 级 _ U D C _ 单位代码 10151 形成性评价在大学英语口语教学中的应用 夏蓉 指 导 教 师 赵小东 职称 教授 学位授予单位 大连海事大学 申请学位级别 文学硕士 学科（专业 ） 外国语言学及应用语言学 论文完成日期 2014 年 5 月 答辩日期 2014 年 6 月 21 日 答辩委员会主席 The Application of Formative Assessment in University Oral English Teaching A thesis Submitted to Dalian Maritime University In partial

2、 fulfillment of the requirements for the degree of Master of Arts By Xia Rong (Foreign Linguistics and Applied Linguistics) Thesis Supervisor: Professor Zhao Xiaodong June 2014 大连海事大学学位论文原创性声明和使用授权说明 原创性声明 本人郑重声明：本论文是在导师的指导下，独立进行研究工作所取得的成果，撰写成博 / 硕士学位论文 “ 形成性评价在大学英语口语教学中的应用 ” 。除论文中已经注明引用的内 容外，对论文的研究

3、做出重要贡献的个人和集体，均己在文中以明确方式标明。本论文中不 包含任何未加明确注明的其他个人或集体已经公开发表或未公开发表的成果。本声明的法 律责任由本人承担。 本学位论文作者及指导教师完全了解大连海事大学有关保留、使用研究生学位论文的 规定，即：大连海事大学有权保留并向国家有关部门或机构送交学位论文的复印件和电子 版，允许论文被査阋和借阅。本人授权大连海事大学可以将本学位论文的全部或部分内容 编入有关数据库进行检索，也 可采用影印、缩印或扫描等复制手段保存和汇编学位论文。 同意将本学位论文收录到中国优秀博硕士学位论文全文数据库（ 中国学术期刊（光盘版 ) 电子杂志社 )、中国学位论文全文数

4、据库（中国科学技术信息研究所 ） 等数据库中，并以 电子出版物形式出版发行和提供信息服务。保密的论文在解密后遵守此规定。 本 学 位 论 文 属 于 ： 保 密 口 在 _ 年解密后适用本授权书。 学位论文版权使用授权书 不保密试（请在以上方框内打 V 日期 :年；月 中 文 摘 要 摘要 一般而言，根据不同的功能和目的，我们在教学中常用的有两种教育评价形 式一一终结性评价和形成性评价。很长一段时间，传统的终结性评估在中国一直 扮演主要角色，但是它有着很多的缺点。 而形成性评价研宂大多数都在中小学进行，很少有人在大学进行这些研究。 因此，作者试图研究形成性评价在大学英语口语教学中的使用。 在本

5、研宄中，作者从其就职淮阴师范学院的非英语专业选择了两个班级作为 实验对象，一个为实验班 (EC)和一个控制班 (CC)约各有 52 个学生。两个班级所 授课程为大学英语口语，作者在实验班采用形成性评价，而在控制班则采用传统 的教学模式。实验为期一学期。在实验过程中，作者采用诸多实验方法，如自我 评估、同伴评估和教师评估，以及各种评价工具，如问卷调查、观察、对话记录 等等。研宄后，就实验结果，作者将实验班和控制班作了一系列对比。 结果表明，相对控制班，实验 班的学生増加了说英语的兴趣和信心，同时也 改善了他们的合作意识。在教学过程中，形成性评价也指导着教师寻求更好的解 决方案来提高教学效果。 关

6、键词：形成性评价；大学英语口语教学；口语能力 ABSTRACT According to different functions and purposes, there are generally two kinds of educational assessmentsummative assessment and formative assessment. As a traditional assessment, summative assessment, which has a lot of disadvantages, has been playing a leading role in

7、 China for a long time. Though some successful researches and experiments of integrating formative assessment with teaching have been carried out in primary and high schools, rarely have those researches been conducted in universities and colleges. Thus, the author attempts to make a research on the

8、 use of formative assessment in university oral English teaching. In this research， two classes of non-English majors were chosen from Huaiyin Normal University， one experimental class (EC) and one control class (CC) with about 52 students each. Both classes were at the same level and had the same c

9、ourse of College Oral English; formative assessment of oral English teaching was adopted in the EG while traditional oral English teaching was adopted in the CG. The experiment was conducted for a semester. Many approaches like self-assessment, peer-assessment and teacher-assessment, and kinds of to

10、ols were employed in the EC, such as questionnaires, observations, dialogue journals, interviews and so on. After the research, based on the result the author made a comparison between the EC and the CC. The result indicates that students in EC became more passionate and confident in English speakin

11、g than before, and they have increased ttie cooperative awareness to some extent. And the formative assessment has also guided teachers to find better solutions to enhance the teaching effect. Key words: formative assessment; university oral English teaching; oral competence List of Abbreviations CE

12、T-4 CET-6 SET List of Abbreviations College English Test-Band 4 College English Test-Band 6 Spoken English Test List of Tables List of Tables Table 2A Features of Formative and Summative Assessment . 9 Table 3.1 Background of the Subjects . . . 25 Table 3.3 Self-assessment Checklist. 29 Table 3.4 Pe

13、er-assessment Checklist . . 30 Table 3.5 Teachers Checklist . 31 Table 4.1 Students5 Attitudes towards Oral English of Pre-questionnaire . 34 Table4.2 Students* Cooperative Awareness of Pre-questionnaire . 35 Table 4.3 Students5 General Impressions of Oral English Class of Pre-questionnaire . 36 Tab

14、le 4.4 Students Problems in Oral English . 37 Table 4.5 Students Favorite Forms of Classroom Activities . 37 Table 4.6 Students9 Attitudes towards Oral English of Post-questionnaire. 38 Table 4.7 Students Cooperative Awareness of Post-questionnaire . . . 39 Table 4.8 Students9 General Impressions of

15、 Oral English Class of Post-questionnaire . . . 39 Table 4.9 Changes of Students9 Attitudes towards Oral English. . 40 Table 4.10 Changes of Students7 Cooperative Consciousness . 41 Table 4.11 Scores of EC and CC in Pre-test and Post-test . . 48 Table 4.12 Comparison of Average Scores in Pre-test an

16、d Post-test between EC & CC . . . . : . 49 Contents Contents Chapter 1 Introduction . 1 1.1 . Background of the Study . 1 1.2 Needs of the Study . 2 1.3 Purpose of the Study * . 3 1.4 Layout of the Thesis . 4 Chapter 2 Literature Review . 5 2.1 Educational Assessment . 5 2.1.1 Definition of Formativ

17、e Assessment . 5 2.1.2 Definition of Summative Assessment . 6 2.1.3 The Distinction between Formative Assessment and Summative Assessment . 7 2.2 Theoretical Basis of Formative Assessment . 9 2.2.1 Humanism . 9 2.2.2 Constructivism . 10 2.2.3 Theory of Multi-intelligence . .11 2.3 Functions of Forma

18、tive Assessment . 12 2A Approaches and Tools Adopted in Formative Assessment . .14 2.4.1 Approaches Adopted in Formative Assessment . 14 2.4.2 Tools Adopted in Formative Assessment . 17 Chapter 3 Research Design . 24 3-1 Research Questions . 24 3.2 Subjects . 25 3.3 Instruments . 26 3.4 Procedures .

19、 26 3.4.1 Pre-assessment. 26 3.4.2 During Assessment . 27 Chapter 4 Data Analysis and Discussion . 34 4.1 Analysis of Questionnaires . 34 4.1.1 Poor Learning Attitudes and Cooperative Consciousness . . . 34 4. . L2 Good Learning Attitudes and Cooperative Consciousness . . . 38 4. .L3 Analysis of Cha

20、nges of Students Attitudes and Cooperative Consciousness . 40 4.2 Dialogue Journals Enhance Mutual Understanding . 43 4.3 Analysis of the Test . 47 Contents 4.4 Interviews Students Preference of Formative Assessment . .50 Chapter 5 Conclusion . . . 53 5.1 Major Findings . 53 5.2 Limitations of This

21、Research . . . 54 5.3 Suggestions for Further Study . 55 References. 57 Appendices . 62 Appendix I Questionnaire 1 . 62 Appendix II Questionnaire 2 . 63 Appendix III Questionnaire 3 . 64 Appendix IV Post-questionnaire . 65 Appendix V Oral English Test (A) . 66 Appendix VI Oral English Test (B) . 67

22、Appendix VII Marking Criteria of CET-4 and CET-6 Oral Test . 68 Appendix VIII Interview Questions . 69 Acknowledgments . 70 Resume . 71 The Application of Formative Assessment in University Oral English Teaching Chapter 1 Introduction 1.1 Background of the Study The objective of College English Teac

23、hing and Learning Reform is to develop students9 comprehensive abilities in English usage, especially in listening and speaking. With the deepening of the reform, the main emphasis of educational goals has been transferred from pursuit of knowledge to development of students, comprehensive abilities

24、. In order to achieve the goals, it is quite urgent for educationists and researchers to formialate an appropriate educational assessment. Based on a certain value stoidard， educational assessment means value assessment of the change and development of education activities and value judgment of the

25、induction factors that cause the change and development. As an indispensable part of university English teaching, the role of education assessment has been crucial with its influences on learners, teachers, and administrators. And an accurate assessment plays a quite important role in achieving its

26、teaching goals. It not only helps teachers receive effective feedback, enhances the teaching efficiency and finally improves teaching quality, but also arouses students5 learning interest by offering them more effective learning methods and strategies and thus gradually helps them accomplish their i

27、deal learning effect. In other words, an appropriate assessment contributes a lot to effective teaching and successful learning while an inadequate assessment can influence learners negatively. According to different piuposes and functions, education assessment can be classified into two types: form

28、ative assessment and sxmimative assessment. Formative assessment concerns the teaching and learning process and measures the students by periodic tests, while summative assessment focuses on the final result of students5 learning and evaliates the students by a final test at the end of a semester. I

29、n the famous work Methodology of Assessmenty the American educator Michael Scriven first proposed the term of “formative assessment” in 1967. Formative assessment emphasizes quality education, which underlines the importance of creative abilities and practice. He also suggests that formative assessm

30、ent can assist teachers to Chapter 1 Introduction lay reasonable course plans to instruct tiie performance of students during class and help students adjust their learning strategies and methods dxily. Additionally, John Gardner claims that studies over the years have shown that formative assessment is an important aspect of teachers5 classroom work and that attention to improving its practice can enhance the leaxners, achievements (2006, p. 7). However, as a traditional assessment, summative assessment is of great importance in Chinese educ