形成性评价在课程教学中的应用研究

Seeking for Change through Assessment:Action Research of Formative Assessment in College English Teaching

以大学英语课程教学为案例,通过行动研究,以考察形成性评价对学生学习态度、学习行为及结果的影响程度为目的。采用问卷调查、访谈、学生学习档案等工具采集数据。结果显示,形成性评价的应用确实能给学生的学习态度、动机及学习行为带来积极变化:大多数学生(70%以上)欢迎形成性评价在课堂教学中的应用;学生学习英语的信心更足、积极性更高;学生更愿意花更多时间在平时的学习过程中而非以往的考前突击应付、更注重培养和使用适合自己的学习策略;对学习成绩的提高也起到了良好的促进作用。

Taking College English as a case of action research,this study aims to explore to what degree formative assessment may influence students＇ learning attitude and motivation,learning behavior and outcome.It uses questionnaires,interviews,and learning portfolios as its major sources for data analysis.Results show that formative assessment produced a significant impact on students＇ learning process,especially on affective factors and learning habits： over 70% participants embraced formative assessment;they became more confident and motivated than they had been;they became willing to spend more time in the process of learning rather than in cramming before the exams;they paid more attention to strategy use.Furthermore,it can enhance students＇ learning gains.