形成性评估在口译课程中的应用有效性研究

On the Effectiveness of Applying Formative Assessment into an Interpretation Course

通过英语专业两个三年级班级参与2014年为期16周的关于形成性评估应用研究项目,探讨形成性评估应用于口译课程的有效性。两组被试在研究初期口译水平相当,教学内容、课堂条件和任课教师都相同的条件下,实验班实行形成性评估(包括课内表现、课外活动、期末考试和评估奖励四个部分),对照班实行终结性评估(包括出勤率和期末考试两个部分)。研究结果显示,学习动机和交流欲望更强的实验班学生比对照班学生收到更显著的学习效果。

This paper displays the effectiveness of applying formative assessment into an interpretation course of two classes of the third-year English majors through a 16-week study in 2014. The participants were at the same interpretation level at the beginning of the research, given the same teaching material, language laboratory and the same teacher during the study. The Experimental Class was evaluated by formative assessment （including In-class Performance, After-class Performance, Final Exam and Assessment Bonus） while the Control Class was evaluated by summative assessment （including Attendance and Final Exam）. Results show statistically significant progress of the former over the latter. The better learning effect may be explained by higher motivation and willingness to communicate.