形成性评估在学术英语教学中的应用

Applying formative assessment to the teaching of English for academic purposes

在回顾形成性评估基本概念和主要原则的基础上,本文首先从形成性评估在总评成绩中的权重分配、任务形式、评分标准和评分细则等方面介绍了华南理工大学在学术英语课程中实施形成性评估的方案,然后采用问卷和访谈的混合研究方法对学生有关形成性评估实施效果的满意度进行了调查。研究结果显示,学生对学术英语形成性评估总体效果比较满意,认为形成性评估有助于让他们更多关注学习的过程,实现"以评促学"的目的;评估任务真实性强,能增强他们的内生学习动力;共建的评分标准提高了评分过程的可理解性。此外,学生也希望评估过程中提供更多的脚手架,同时提高同伴评估的准确性和反馈质量。

Based on a review of basic concepts and fundamental principles of formative assessment,this paper first makes an introduction of the formative assessment plan for the teaching of English for academic purposes at South China University of Technology in terms of the proportional distribution of formative assessment,task types,rating rubrics,and specific rating guidelines,then investigates students’ satisfaction with the assessment plan by using questionnaire and interview. Quantitative findings indicates that students are satisfied with the overall effect of the assessment plan. Interview results first suggest that they considered formative assessment helpful to focusing their attention on the learning process,thus realizing the full potential of using assessment to improve learning. Second,the tasks used in the assessment are authentic,which can promote their intrinsic motivation. Last,the co-constructed rubric provides greater transparency to the assessment. Nevertheless,students still hope to receive more scaffolding during the assessment process and improve accuracy of peer assessment and quality of peer feedback.