形成性评价方法在初中英语教学中的研究应用_英语论文

The Application of Study on Ways of Formative Assessment in Middle School English Teaching

摘要

目前，我国初中阶段主要的外语教学评价方式是终结性评价。传统的终结性评价重视结果，忽视过程；重视知识（尤其是语法），忽视素质；重视选拔，忽视激励。此外，它不利于激发学生的学习动机和内在动机，阻碍了学生的主体性，主动性和创造性的学习，从而使英语教学模式更加趋向应试教育模式。但是学生并没有主动学习的欲望。并且，这无益于学生四大实用性技能的培养。因此，形成性评价的应用在英语教学研究中越来越流行。本文的主旨在于研究英语教学中的形成性评价，其重点研究了形成性评价的概念，分类，本文还提供了一些可行性的形成性评价的方法和应用以期帮助教育者和教育机构更好的了解形成性评价。

关键词：形成性评价；英语教学；应用

Abstract

Currently, the main way of Chinese foreign language teaching assessment in the middle school is summative assessment. Traditional summative assessment attaches great importance to the result, underrates the process; attaches great importance to the knowledge (especially the knowledge of grammar), underrates the quality; attaches great importance to selection, and underrate the incentive system of students. The educators in the middle school pay too much attention to the final grades of the students, so the students have to urge themselves to study hard to get a good mark. However, the students don’t have too much desire to study forwardly, and that may not be helpful to their development and application of four practical skills. Therefore, the application of formative assessment has become more and more popular in English teaching. This thesis is based on the studies of formative assessment in English. It lays emphasis on the definition, categories, applications of formative assessment in middle school English teaching process. Meanwhile the author provides some feasible application of formative assessment to help educators and educational institution have a better understanding of formative assessment.

Keywords: formative assessment; English teaching; applications

Contents

1. Introduction 1

2. Literature Review 2

2.1The definition of formative assessment 2

2.2 Current situation 3

2.3 Related Research 4

3. Three categories of formative assessment 4

3.1 Self-assessment 4

3.2 Peer-assessment 5

3.3 Teacher-assessment 5

4. Ways of formative assessment 6

4.1 Portfolios 6

4.1.1The participation of students 7

4.1.2 The participation of peers 9

4.1.3 The participation of parents 9

4.2 Warming up activities before class 9

4.3 Record of students’ performance during the class 10

4.4 Homework after the class 11

4.5 Periodical assessment after the whole unit 11

5. Conclusion 12