大学英语教学中形成性评估的探讨及实证探讨..pdf

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1、大学英语教学中形成性评估的探讨及实证探讨大学英语教学中形成性评估的探讨及实证探讨内容导读：评估是教学环节中不可或缺的一部分,形成性评估旨在通过在教学中获得及时有效的信息反馈,从而促进教学的优化。形成性评价模式的引入,不仅在实践中极大地丰富了英语教学评价的手段,而且能够在教学的同时促进学生学习积极性的发挥,在时间中是一种非常有效的科学的评估模式,本文将对通过实证研究手段试图探索形成性评价在计算机辅助英语教学中的有效性。当下,计算机辅助英语教学在全国如火如荼地进行着,对于其有效性的研究也就必不可少。本文作者经过为期一年的形成性评价教学模式的教学实践,结合已有研究成果,以大连理工大学 112 名非英

2、语专业本科一年级学生为研究对象,将学生按照入学成绩分班级,将其中一级班设为实验组,另一个班设为参照组,对实验组学生进行形成性评价干涉,通过课堂观察、问卷调查、课后访谈、个人学习档案袋的建立等评估手段进行数据采集,并对实验组和控制组的数据进行整理、对比和分析,试图探讨形成性评价对学生学习策略、学习动机和学习态度三个方面的影响。实验结果表明,形成性评价对学生学习策略的培养尤为重要,学习热情得到了极大的提高,但对学习动机却未发生明显影响。本文通过一年的教学实验探索,形成了一套形成性评价手段,本文作者以为|教育论文网|建立和实施一套系统、科学、有效的评估体系,以评促学,以评促教,利用评估手段达到提高学

3、生学习意识,培养学生学习策略,提高学习热情,对学生个人长大具有长远意义。【关键词】：形成性评价终结性评价学习策略学习动机学习热情【论文提纲】：摘要 4-5Abstract5-81.Introduction8-111.1TheSignificanceofEvaluationinEnglishLanguageTeachingProgram8-91.2EnglishasaForeignLanguageTeachinginDUT9-101.3ResearchQuestions101.4TheAimsdsofFormativeEvaluation29-332.5.1AssessmentversusTes

4、ting29-302.5.2MethodsAdoptedi 上一页1234下一页oftheStudy10-112.LiteratureReview11-332.1HistoryofEvaluation11-152.1.1AssessmentintheWest11-132.1.2AssessmentDevelopmentinChina13-152.2TheTheoreticalBasesofFormativeAssessment15-192.2.1Humanism15-162.2.2Constructivism16-172.2.3MultipleIntelligencesTheory17-182

5、.2.4ContributionsofCognitivePsychology182.2.5Post-modernism18-192.3FormativeAssessmentandSummativeAssessment19-262.3.1DefinitionandClassificationofAssessment19-212.3.2FormativeAssessmentversusSummativeAssessment21-232.3.3.TheImpactofFormativeandSummativeAssessmentonEFLTeachingandLearning23-262.4Form

6、ativeAssessmentasanAlternativeAssessment26-292.4.1TheNeedforAlternativeAssessment26-282.4.2FormativeAssessmentasanAlternativetoSummativeAssessment28-292.5MethodsofFormativeEvaluation29-332.5.1AssessmentversusTesting29-302.5.2MethodsAdoptedisInstruction37-383.6.2Out-of-classroomLearning38-404.Resulta

7、ndDiscussion40-544.1TheQuantitativeApproach40-454.1.1StatisticalResultandDescriptionofChangesinEachGroupBeforeandAftertheInterventionofFormativeAssessment40-434.1.2StatisticalResultandDescriptionoftheDifferencesbetweenTwoGroupsBeforeandAftenFormativeEvaluation30-333.Methodology33-403.1ResearchQuesti

8、ons333.2ResearchDesign333.3SettingandSubjects33-343.4TheResearcher343.5InstrumentsforDataCollection34-373.5.1QuestionnaireSurveys35-363.5.2Interviews363.5.3ClassroomObservations36-373.5.4Portfolios373.6ResearchProcedures37-403.6.1In-classInstruction37-383.6.2Out-of-classroomLearning38-404.ResultandD

9、iscussion40-544.1TheQuantitativeApproach40-454.1.1StatisticalResultandDescriptionofChangesinEachGroupBeforeandAftertheInterventionofFormativeAssessment40-434.1.2StatisticalResultandDescriptionoftheDifferencesbetweenTwoGroupsBeforeandAftertheInterventionRespectively43-454.2TheQualitativeApproach45-54

10、4.2.1Interviews45-494.2.2In-classObservation49-514.2.3Portfolios51-545.ConclusionsandLimitations54-585.1MajorFindings54-555.2LimitationsofthutureStudy56-58Bibliography58-61AppendixSMAScale(Pre-treatment)61-63AppendixSMAScale(Post-treatment)63-65AppendixInterview65-66AppendixClassObservation66-67Appe

11、ndixPortfolio67-68AppendixMyActionPlan68-70AppendixPairedSampleAnalysis(EG)70-73AppendixPairedSampleAnalysis(CG)73-76AppendieStudy55-565.3InspirationforFutureStudy56-58Bibliography58-61AppendixSMAScale(Pre-treatment)61-63AppendixSMAScale(Post-treatment)63-65AppendixInterview65-66AppendixClassObservation66-67AppendixPortfolio67-68AppendixMyActionPlan68-70AppendixPairedSampleAnalysis(EG)70-73AppendixPairedSampleAnalysis(CG)73-76AppendixIndependentSampleAnalysis(EG)76-79AppendixIndependentSampleAnalysis(CG)79-82PublicationsDuringMAStudy82-83Acknowledgment83-84