Application of Diagnostic and Formative Assessment in College English Teaching

This report attempts to look into assessment in higher education in the UK and in Chi- na.The focus of analysis is comparison of the current state of diagnostic and formative assess- ment in the UK and in China.Also the report discusses how diagnostic and formative assessment policy or practice in the UK can be applied to China in English teaching in higher education.Fi- nally,a plan of action for 12 months about the application of diagnostic and formative assessment in College English teaching is made.

Challenging the Implementation of Formative Assessment in Chinese Higher Education

Being increasingly implemented in China’s higher educational context,formative assessment becomes emphasized in many policy initiatives.Formative assessment in China educationally borrows many key principles from Western contexts which may cause the challenges in the implementation of formative assessment in Chinese higher education from three aspects:sociocultural context,teachers’knowledge,understanding and practices of formative assessment,and students’involvements.To meet these challenges,some possible suggestions are given which may help further study on this issue.

A Study on College English Blending Teaching Assessment System Based on SPOC Platform

Due to the rapid development of modern science and technology, college English teaching has been improved according-ly. With their integration, the teaching method gets constantly updated, and the teaching resources are greatly enriched, which con-spicuously enhances the teaching effect, and is embraced by students. Teaching assessment is a key link in college English teach-ing. Establishing a scientific and perfect assessment system is also an important means to achieve teaching goals, and thus it is im-perative to establish a scientific and reasonable assessment system based on the SPOC platform for college English blended teach-ing. The present paper argues the assessment system from two aspects:establishing assessment criteria and setting up the content of assessment. It aims to establish a scientific and perfect assessment system to promote students'growth, and improve the quality of teaching as well as personnel training.

Formative Assessment System of WeChat-aided Business English Class

The emergence of micro-social platform provides the necessary environment and technical support for individualized mobile learning.Individualized mobile learning based on WeChat improves the efficiency of Business English teaching and learning.Formative assessment applies to tracking,monitoring,and assessing students’web-based self-learning process in Business English study in Zhejiang Yuexiu University of Foreign Languages.The assessment results are used to guide students’learning effort,so as to promote their autonomous learning ability,and thus make the assessment process and the teaching process an integrated whole.A formative assessment system for business English study is then established based on the research results.

Localized Representation of Formative Assessment in China:A Regional Study from a Sociocultural Perspective

Formative assessment originated and developed in a Western context.With its function of learning improvement being evidenced in research,formative assessment has been adopted in assessment initiatives in multiple contexts including that of China.Research,however,reveals that formative assessment as implemented in Chinese contexts is by no means equivalent to what is understood and implemented in the West;rather,in many cases,it is decontextualised and recontextualised,or culturally appropriated.This paper presents findings of a study which examined the culturally appropriated representation of formative assessment within eight universities in a mid-western province of China.Senior administrators in each university were interviewed face-to-face and individually to fulfill three purposes:(1)To clarify understandings of formative assessment in the area of college English education;(2)To explore the existing gap between formative assessment principles and their representation in College English Curriculum Requirements(CECR),and the gap between formative assessment initiatives at the national level and local contexts;and(3)To distill implications for policy-borrowing and effective implementation in the Chinese context.

A new approach to classroom-based language assessment

If one considers the number of language learners that are worldwide,the number of classroom-based language assessments(CBLAs)that are given each year,and the number of decisions that are made on the basis of these,it is obvious that in terms of sheer numbers,more students are affected by CBLAs per year than by those based on large-scale language assessments.Because of this,it is essential that classroom teachers have the knowledge,skills,and tools to enable them to develop and use CBLAs that they can justify to stakeholders,e.g.,students,parents,and school authorities.In this paper we describe the approach to CBLAs that we have developed.First,we discuss the role of assessment in teaching and learning,the kinds of decisions that classroom teachers need to make,and the different modes of CBLAs.We then describe the process of using CBLAs to help teachers make decisions that will have beneficial consequences.Next,we discuss fairness and accountability in assessment and the process of assessment justification,including an assessment use argument.Finally,we discuss the process of developing CBLAs,using an example of a classroom-based language assessment to illustrate this.

病理学形成性评价的问题反思及改进策略

文章分析过去3年病理学形成性评价成绩,发现形成性评价对不同分数段和不同专业学生的综合成绩负面影响显著,不利于正确评估学生对知识的掌握情况。通过明确形成性评价本质是在教学过程中得到实时的教学反馈,进而改变教师的教学方法,提升学生的学习状态,指出目前形成性评价模式并不能够体现其本质,同时剖析了真正的形成性评价难以实施的原因,容易使师生出现倦怠心理和功利行为,且形成性评价与期末成绩无最佳比例,因此得出形成性评价不适合对学生最终综合成绩进行评价的结论,提出将形成性评价实时反馈作为重点,将形成性评价改为更符合当代大学生心理的无限刷分的游戏式过程,最终达到学生更好掌握知识的目的。

循环系统整合课程考核的探索和实践

科学有效的课程考核是教学改革的重要方面。循环系统整合课程通过探索和实践,目前确立了以OBE理念为指导,以Mini案例分析和思维导图为基础的多元化过程性考核和终结性考核有机结合的模式。通过该考核模式,学生对基础知识的掌握能力明显提升。学生调查问卷显示,多元化考核体系不仅帮助梳理知识点,同时也提高了学生分析和解决问题的能力以及知识运用能力,逐步建立了临床思维,获得了学生的高度认可。

基于产出导向法理念的师生合作评价表的设计研究

评价表是开展有效评价的工具和标尺,是测量与评价据以进行的标准和依据。依据《大学英语教学指南》和《中国英语能力等级量表》,采用模糊德尔菲法、数理分析法等方法,开展基于产出导向法理念的师生合作评价表设计的实践探索,尝试设计英语口语、写作和翻译三项产出技能的评价表,并对评价表进行信度效度分析。结果表明:基于产出导向法理念的师生合作评价表聚合效度良好,各个相关系数效度较理想,师生合作评价表的设计有效可操。

大学英语教材形成性评价活动研究

形成性评价是教学的重要组成部分。本文探究大学英语教材中形成性评价活动的频度与特点。研究发现:1)所分析教材均包含形成性评价活动,频度存在较大差异;2)形成性评价活动都强调获取与评价学习表现,但半数缺少后续促学行动环节;3)大多数形成性评价活动具备明确的评价标准,主要以语言能力为评价内容;4)绝大多数形成性评价活动的主体为学生,教师的作用以及为教师提供的指导建议相对不足。据此,本文进一步讨论大学英语教材中形成性评价活动设计的关键问题,为未来教材编写与教学实践提供参考建议。

“产出导向法”理念下师生合作评价和机器评价相结合的大学英语写作教学评价模式

以“产出导向法”为理念,在大学英语写作教学中将师生合作评价和机器评价有机结合,将自评和同伴互评融入评价中。在教师专业引导下,在课前、课中和课后三个评价环节中,学生边评边学,以评促学,优化教学效果,提高教学质量。针对学生在评价中遇到的问题和困惑,教师进行了反思。基于定性和定量数据分析得出结论:“产出导向法”理念指导下的大学英语写作教学转变了学生的写作态度,增强了学生的写作兴趣和信心,提高了学生的写作技巧和能力,同时也发现学生的英语成绩与各项分数成正相关关系。研究启示:丰富学生的英语知识储备量,提升学生评价质量;教师选择难度适中的输入材料,为学生后续评价任务的完成做好铺垫;在“产出导向法”教学中融入“头脑风暴”教学策略,提高学生写作水平;增加师生之间的写作互动和交流。

以学生为本的大学物理教学考核改革探索与反思——大学物理“三位一体”教学研究

文章对形成性评估进行了深入分析,在教学实施中探讨了形成性评估中存在的问题,有效地克服了教学评价形式单一和应试教育的弊端,给出了一些行之有效的做法和建议,有效提高了大学物理课程教学质量和人才培养质量。

“师生合作评价法”在大学英语听说教学中的使用效果研究

大学英语视听说教学中的“评价”环节在教学中发挥着监控、诊断、激励和调节重要作用。教学评价方法改革旨在保证教学评价的科学性、客观性和指导性,充分发挥其导向、反馈和强化作用,从而帮助教师形成有效教学反思和创新。本文以大学英语听说课程为例,对基于“共评—互评—反思—检验”的“师生合作评价法”在大学英语听说教学中的使用效果进行了探讨。

智慧教学环境下的英语学习者画像研究

随着智慧教学技术的涌现,学习者在各种智慧教学平台上留下大量的数字足迹,教学管理者可据此对学习者进行精准画像。根据某高校大学英语学生的入学分级测试成绩,将学生分成高分组、中间组与低分组,通过雨课堂智慧教学平台跟踪采集学生在四个学期中的形成性评价和终结性评价数据。研究发现,在学习行为方面,不同组别学生在课内外学习投入的各项指标与英语能力呈正相关关系,组间差异明显,但随着教学时间的推移,学生各项数据整体上呈下降趋势,组间差异逐渐缩小乃至趋同;在学习成果方面,三组学生之间呈现出更为显著的差异,其中高分组在CET-4及CET-6考试中均保持着稳定的优势,但中间组和低分组在CET-6考试中的表现呈急剧下降的趋势。因此,通过学习者画像研究,教师和教学管理者可以更好地了解学情,并根据学生特点采取个性化、差异化和精准化的教学策略。

高职英语写作教学的促学评价研究

促学评价(Assessment for Learning),作为一种新型评价理念越来越受到教育测评领域研究人员的重视。与现行的标准化考试为代表的终结性评价不同,促学评价以促进学生的学习为首要目标,关注学生当下的表现并向学生提供如何改进学习的信息,利用评价的不同功能、内容和方法,帮助学生学会如何学习。本研究介绍了促学评价的起源和发展,分析高职英语写作教学的特点并剖析现行评价方法的不足,探索促学评价理念下高职英语写作教学历经不同教学法的变革并简要阐述在写作教学中推行促学评价应遵循的原则,为促学评价思想在高职院校外语能力测评体系的融入提供新的方法。

高职公共英语教学评价范式构建——基于“促进学习的评价”理论视角

教学评价是高等职业教育公共英语课程的重要组成部分,而谁来评、评什么、如何评是实施教学评价必须深入思考的关键问题。对职场英语模块的教学案例分析表明,在“促进学习的评价”理论指导下的高职院校公共英语教学,应结合课程标准的评价要求,以提升学生的职业英语技能为目标,以评价主体、评价内容、评价方式和评价工具为核心要素,同时应将评价要素深度融入到课前教学、课中教学、课后教学工作中。

在线教学模式下高校英语教师评价素养发展与影响因素研究——以京津冀地区为例

提升教师评价素养是保障教学质量的关键。通过对京津冀地区259名高校英语教师进行问卷调查和访谈,考察在线教学模式下高校英语教师评价素养现状。研究发现,教师评价素养处于中等偏上水平,其中评价知识相对扎实,评价态度有待提高。教龄和教育专业背景对教师评价素养具有显著影响。此外,教师评价素养受到评价意愿、政策、自主学习等因素的显著影响。最后指出提升教师评价自主性、构建教师学习共同体、完善教师评价机制是提高教师评价素养的有效方式。