运用形成性评价培养大学生口语交际能力_孙菲.docx

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1、 单位代码 10445 学 号 20052165 分类号 H319 论文题目 ： The Deve I opment of Ora 丨 Commun i cat i ve Language Ability in College EFL Classroom through Formative Assessment 运用形成性评价培养大学生口语交际能力 学科专业名称：课程与教学论（英语 ) 申 请 人 姓 名 ： 孙 菲 指导教师： 臧 金 兰 教 授 论文提交时间： 2005 年 4 月 15 日 The Development of Oral Communicative Language Ab

2、ility in College EFL Classroom through Formative Assessment 运用形成性评价培养大学生口语交际能力 By Sun Fei Under the Supervision of Professor Zang Jinlan A THESIS SUBMITTED TO COLLEGE OF FOREIGN LANGUAGE TEACHING IN CANDIDACY FOR THE DEGREE OF MASTER OF EDUCATION SHANDONG NORMAL UNIVERSITY JINAN, SHANDONG, CHINA Apr

3、il, 2008 独创声明 本人声明所呈交的学位论文是本人在导师指导下进行的研究工作及取得的研究成 果。据我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其他人己经发表 或撰写过的研究成果，也不包含为获得 _ (注：如没有其他需要特别声 明的，本栏可空）或其他教育机构的学位或证书使用过的材料。与我一同工作的同志对 本研究所做的任何贡献均己在论文中作了明确的说明并表示谢意。 学位论文版权使用授权书 本学位论文作者完全了解 学校 有关保留、使用学位论文的规定，有权保留并向 国家有关部门或机构送交论文的复印件和磁盘，允许论文被查阅和借阅。本人授权 3 t可以将学位论文的全部或部分内容编入有关

4、数据库进行检索，可以采用影印、缩印 或扫描等复制手段保存、汇编学位论文 。（保 密的学位论文在解密后适用本授权书） Contents Abstract . i Abstract (Chinese Version) . iii Introduction. 1 Chapter One Literature Review 1.1 An overview of educational evaluation development . 5 1.1.1 The definition of educational evaluation . 5 1.1.2 . An overview of education

5、al evaluation in foreign countries . 5 1.1.3 . An overview of educational evaluation in China . 7 1.2 An introduction to formative assessment . 9 1.2.1 Definition of formative assessment . 9 1.2.2 Distinctions of some common assessment related terms . 10 1.2.3 Characteristics of formative assessment

6、 . 11 1.2.4 Functions of formative assessment . 12 1.2.5 Theories provided for applying formative assessment in EFL classrooms . 13 Chapter Two Necessity and significance of applying formative assessment in college EFL classrooms 2.1 Bachmans communicative language ability theory . 17 2.2 The backwa

7、sh effect of communicative language testing towards foreign language teaching and learning . 19 2.3 The requirement of College English CurriculumStandard inChina . 20 2.4 Integration of formative assessment and summativeassessment . 21 2.5 A questionnaire survey 22 Chapter Three The Use of Formative

8、 Assessment for the Development of Oral Communicative Language Ability 3.1 Principles of formative assessment . 25 3.1.1 Ongoing principle 25 3.1.2 Student-oriented principle . 25 3.1.3 Multi-dimensional principle . 26 1.2 Ways of formative assessment . 27 1.2.1 Students self-assessment . 27 1.2.2 P

9、eer assessment . 27 1.2.3 Teacher assessment . 28 1.3 Formative assessment tools and techniques . 28 1.3.1 What is an observation . 28 1.3.2 What is a portfolio . 34 1.3.3 What is a conference . 37 1.3.4 Dialogue journals . 38 Chapter Four A Case Study 4.1 Designing individualized formative assessme

10、nt scheme . 40 4.2 Implementing formative assessmentin practice . 40 4.2.1 Experimental Objectives . 40 4.2.2 Interview questions . 40 4.2.3 Implementing process oral English portfolios and conferences . 43 4.2.4 In-class observations . 47 4.2.5 Dialogue journals . 51 4.3 Results and achievements .

11、52 4.4 Problems and further considerations . 53 Chapter Five Conclusion . 55 Acknowledgement . 58 Bibliography . 59 Appendix . 60 Appendix II . 66 Appendix III . 68 Appendix IV . 69 Appendix V . 70 Appendix VI . 71 Appendix W . 72 2 Appendix VI . 74 硕士在读期间发表的论文 . 76 3 Abstract This thesis explores t

12、he implementation of formative assessment in EFL classroom. Educational assessment is currently a key debating area and has exerted broad interests among linguists and scholars in English education in China. In recent years formative assessment has been publicly introduced by our National Education

13、Department in the documentation of College English Curriculum Standards (Trail Version ， 2004). This documentation stresses that language assessment should be a combination of formative assessment with summative assessment and an integration of qualitative assessment and quantitative assessment. How

14、ever, long been dominated by test-based summative assessment, formative assessment has not been conceptually recognized and accepted by most English teachers and there are no effective and practical assessment model in EFL classroom setting. As a foreign language, English is not only a basic course

15、but also a communicating tool, this distinguished feature determines that English will never be learned and taught as a scientific subject. Based on L. F. Bachmans theory of communicative language ability and testing, this thesis explores the development of college students oral English communicativ

16、e ability by applying formative assessment in the EFL classroom. This thesis begins with a general review of the theoretical foundations of formative assessment and points out that the significance and necessity of applying formative assessment to promote effective learning in English education. Gro

17、unded in the convictive theories, this thesis also contains a case study of a practical experiment with persuasive findings. This experiment lasted one semester and got many college students involved. Standing strictly to the theories and principles of formative assessment, many assessing methods an

18、d techniques including questionnaires, in-class observations, conferences, group discussions, role plays, oral English portfolios, dialogue journals and oral presentation checklists are illustrated respectively. The experiment data and results in promoting college students oral English communicative

19、 ability are presented in this thesis. Despite some problems and limitations, formative assessment provides effective possibilities for language assessment with great advantages and it accommodates current main steam of higher educational evaluation. However, since formative assessment is relatively

20、 new to educational researchers and EFL teachers in China, it is hoped that this discussion will stimulate thoughtful considerations of implementing formative assessment as an integrated part with English teaching and learning. Key Words: formative assessment, oral communicative language ability, ca

21、se study 论文重点研究和探讨了形成性评价在英语课堂教学中对培养大学生口语交际能 力的促进作用。形成 性评价是近年来我国英语教育学界的教育决策者、教育研究者和 教师普遍关注并致力于研究的焦点和热点问题。教育部颁布的大学英语课程标准 (试行， 2004)明确指出，教学评价要以学生的语言综合应用能力为出发点，将形成 性评价和终结性评价相结合，建立多维的评价体系。同时，又强调要加强大学生听说 等英语实用能力的培养。随着新的大学英语课程标准的实施，将形成性评价引入大学 英语课堂，是与我国教育部大学英语课程改革所强调的注重大学生全面、可持续发展 的理念是一致的。然而在我国现行的高等教育和考试制度下

22、，这种评价理念尚未在广 大英语教师中达成共识。在具体的课堂教学实践中，仍然缺乏一种行之有效的形成性 评价操作方法和模式。在这种新的要求下，该如何在英语课堂上实施形成性评价呢？ 本文在回顾国内外有关形成性评价概念和价值文献的基础上，结合 L.F. Bachman 的 交际语言能力理论，探讨了将形成性评价理论引入大学英语课堂教学，以此培养和提 高大学生口语交际能力的策略，希望能对大学英语教学评价有所帮助。 论文从理论和实践层面上分别研究和探讨了将形成性评价引入大学 英语课堂，以 及对培养大学生口语交际能力的积极作用。首先介绍了形成性评价的研究背景和理论 基础；阐述了在英语课堂中构建形成性评价机制对

23、提高大学生口语交际能力的意义和 必要性；系统介绍了形成性评价的概念、特征、功能、实施原则和实施方法等。在对 形成性评价理论进行科学、系统、全面分析的基础上，结合笔者的教学实践，具体介 绍了如何在英语课堂使用形成性评价，并列举了一些个性化的评价策略和方法以及它 们的实施情况。采取的策略与方法包括调杳问卷、课堂观察、小组讨论、会话式周记、 档案袋评价、角色扮演、课堂学习过程考杳表 、口语演讲互评表、学习结果自评表等。 实践结果表明，形成性评价的实施大大提高了大学生英语口语交际能力，对激发和培 养学生对英语的学习兴趣和自主学习能力也大有裨益；形成性评价的实施，使英语学 习的过程同时变为学生个性发展、

24、自信心增强的过程。论文最后总结，形成性评价将 逐步成为我国教育评价的主流评价方式。它能够全面、准确地描述学生的能力、进步 和成绩。虽然形成性评价是一个相对较新的评价理念和评价工具，此次的实践范围也 仅为笔者的教学实践班级，有一定的局限性，但是实践结果在某种程度上有借鉴价值。 形成性评价理论的有效推广和广泛实施还需要更多致力于英语教育、教学领域的专 家、学者，以及战斗在英语教学第一线的教师们的进一步探索和验证。 关键词：形成性评价口语交际能力教学个案 Abbreviation EFL: English as foreign language . 2 CET-4or CET-6: College

25、English Test Band 4 or Band 6 . 3 CECS (2004): College English Curriculum Standards (Trail Version, 2004) . 3 CIPP: Circumstance, Input, Process, Product) . 6 ECS (2001): English Curriculum Standard (2001) . 8 MI: Multiple Intelligence . 15 CLA: Communicative Language Ability . 18 V List of tables T

26、able 2.1 Components of communicative language ability in communicative language use 19 Table 2.5 Students choices in the questionnaire survey . 24 Table 3.3.1 Comparison of informal and formal classroom observation . 30 Table 3.3.1.3-(1) An anecdotal record card . 32 Table 3.3.1.3-(2) A checklist fo

27、r oral presentation . 33 Table 3.3.1.3-(3) Rating scale results for an oral presentation . 34 Table 3.3.2.1 Benefits of portfolios . 36 Table 4.2.2-1 An informal questionnaire in class . 42 Table 4.2.2-2 An informal questionnaire topics for class . 44 Table 4.2.3-1 Sample form of unit expectations .

28、 45 Table 4.2.3-2 Sample reflection form in the middle of the semester . 47 Table 4.2.3-3 Sample reflection form at the end of the semester . 48 Table 4.2.3.1 Sample observation form for teachers . 50 Table 4.2.4.2 Sample form of role-play checklist . 51 Table 4.2.5 Sample form of dialogue journals

29、. 52 Introduction Educational evaluation is one of the three major research fields of the world educational science, which has always been the concern and key debating area that exerted broad interests of educational policy makers, educational researchers and teachers. At present, the latest develop

30、ment and research findings in pedagogy, psychology, cognitive science, sociology, anthropology, and systematic science have provided new theoretical and scientific foundations for the development of educational evaluation. With the rise of the theories of the fourth generation of educational evaluat

31、ion, more and more innovative and alternative assessment approaches have emerged. The trend of educational assessment is that more authentic assessment is advocated and steadily put into practice from the theoretical and the practical level of classroom activities. Formative assessment is firstly an

32、nounced by American philosopher M. Scriven in 1967. Different from the traditional summative assessment that focusing mainly on the numerical description of students ultimate outcome, formative assessment refers to the process of interpreting feedback about students which are selected systematically

33、 and judging the value of effective learning. Formative assessment is ongoing throughout the learning process. Summative assessment focuses on the final results while formative assessment focuses on the learning process. By employing various effective assessing tools and techniques in class, formative assessment provides valuable diagnostic feedback for both teachers and students. Feedback to students includes positive reinforcement for mastered objectives, or identification of those areas for further study and practice. Feedback to t