《文献阅读与评价》课程的形成性评估:理论与实践

Formative assessment of the course on reading and evaluating research papers:Theory and practice

本文报告笔者对《应用语言学文献阅读与评价》课程形成性评估的探索。紧扣形成性评估的关键特点,笔者构建了符合硕士研究生特点的课程形成性评估理论框架。依据该理论框架,形成性评估包括3个重要环节:确立目标,收集学习证据,给予反馈。目标要科学、合理、可行;学习证据要系统,不能零星、单一;反馈的主体应该有学生,也有老师,反馈的形式要师生互动。笔者依据这三个关键环节,对本课程实行了形成性评估。两年的实践证明,形成性评估有利于提高课程教学的有效性。

The paper reports on an exploratory study on how to make a formative assessment of the course on reading and evaluating research papers. Based on the key features of formative assessment, the researcher developed a theoretical model for assessing a postgraduate course. There are three key phases in a cycle of formative assessment ： setting up goals, eliciting learning evidence, and providing feedback. The goals must be adequate, reasonable and obtainable. The learning evidence is expected to be systematic rather than fragmentary and one-dimensional. The feed- back needs to be given by both students and the teacher, in an interactive manner. Based on the three key phases, a formative assessment has been made of the course in the past two years. The practice shows that formative assessment has improved the effectiveness of the course.