大学英语教学以项目为核心的形成性评价行动研究

Action research on project-based formative assessment in College English teaching

行动研究旨在探索以项目为核心的形成性评价模式在大学英语教学中的应用,并通过质性研究分析该评价模式对学生学习过程的影响。研究发现:(1)以项目为核心的形成性评价模式具有过程性和综合性的特点,能够促进学生在合作项目中的学习进展和英语技能、学术素养上的提升;(2)教师以开放性问题为主的评价性对话能够促进学生的知识内化和思想的外在表达;(3)该评价模式在对学生项目组个体成员的监控和评价上有局限;(4)教师的书面反馈与学生的实际理解存在差异,一定程度上影响了学生的学习提高过程。

This action research explores the implementation of the project-based formative assessment model in College English teaching as well as the connection between students^ learning progressions and this model through qualitative analysis. The results show that: 1) the project-based formative assessment model is formative and comprehensive, which promotes students^ learning progressions as well as their English capabilities and academic advancement. 2) the teacher^s assessment conversations with open-ended questions facilities students' internalization of knowledge and expression of thoughts. 3) this assessment model has limitations in term of monitoring individual students' performance in group work. 4) there is a gap between the teacher's written feedback and students' interpretation, which to some extent influences student's' learning progressions.