初中英语课堂评价对学习的反拨效应

Washback Effects of Junior High School English Class Assessment on English Learning

针对初中英语课堂评价对学习的反拨效应，笔者提出课堂评价是形成性评价的组成部分，评价的手段包括课堂观察、课堂提问、课堂作业、小组讨论等，并分析了初中英语课堂评价失当的现状，运用形成性评估理论，心理学学习理论和新课程理论分析了这些评价失当产生的原因，综合运用课堂观察、问卷调查、个别访谈和数据分析方法检验了课堂评价中运用多元评价、及时评价、明确的评价标准和得当的教师言语评价对学生的学习动机、解题能力、学习策略的正向反拨作用，得出多元评价、及时评价、明确的评价标准以及得当的评价言语能够促进初中英课堂评价对学习的正向反拨。

Classroom assessment is a part of the formative assessment which includes class watching, class questioning, class assignments, group discussion, etc. The author outlines the misconduct status of English classroom assessment in junior high school, analyzes the causes of it on the basis of the Formative Assessment Theory, the Learning Psychology Theory and the New Curriculum Theory, conducts an experiment of combining the class watching, questionnaire survey, individual interviews and data analysis and proves that multivariate evaluation, timely evaluation, specific evaluation criterion and teachers proper verbal evaluation bring positive washback effects on the students＇ learning motivation, problem-solving ability and learning strategies, then draws a conclusion that bettering teachers＇ verbal evaluation, timely evaluation, setting clear criteria, taking multiple evaluation system can promote the positive washback effects on students＇ English learning.