英语论文网

本文是一篇高中英语教学论文，笔者为提升形成性评价应用效果提出以下建议：教师要明确并发挥学生在英语课堂中的主体地位，给予学生更多机会评价；深化英语核心素养，全面评价学生；丰富英语课堂的交流活动，丰富评价方法；

Chapter One Literature Review

1.1 The definition of formative evaluation

This part defines the concept of formative evaluation and introduces the six elementsof formative evaluation involved in this study.

The term“formative evaluation”was first proposed by Professor Scriven(1967)in theMethodology of Evaluation.He pointed out that formative evaluation is the evaluation usedin the process or improvement of Educational programs.Bloom(1971)was the first to useformative evaluation in school teaching.In his opinion,formative evaluation is thesystematic evaluation used in the course design process,teaching and learning process,inorder to improve any of the three educational processes.Formative evaluation is anevaluation method that provides feedback information for ongoing educational activities bydiagnosing the problems existing in the process of education,so as to improve the qualityof ongoing educational activities in practice.(Chen,1999).Hu Zhongfeng(2008)definesformative evaluation as a comprehensive evaluation of the implementation of teachingplanning and programs in the whole process of school education and the implementation ofteaching activity planning.Its purpose is to grasp the effect of dynamic process,timely andaccurately get the relevant feedback information,and make appropriate adjustments,so asto promote the continuous improvement of education and teaching plans and programs,soas to successfully achieve the expected goals.

At present,there is no widely accepted definition of“formative evaluation”,but thereare some commonalities in scholars’discussion of the concept of formative evaluation.Most scholars believe that formative evaluation is a dynamic process of teachingimprovement and continuous feedback to students,which can continuously providefeedback to teachers and students in classroom teaching to narrow the gap between theexpected goals.

1.2 Elements of formative evaluation

At present,scholars at home and abroad have not formed a unified view on theresearch of the elements of formative evaluation.William and Thompson(2017)elaboratedthe elements of formative evaluation from the following five points:Clarify learningintentions and success criteria,conduct effective classroom discussions and other learningtasks to elicit and reflect student understanding.Heritage(2010)divides formative evaluation elements into learning process,learning objectives,success criteria,obtaininglearning evidence,interpreting evidence,diagnosing gaps,giving feedback,teachingadjustment,building scaffolding,and reducing gaps Distance.Peter Gu(2010)proposedthat formative evaluation consists of four elements:explanation of goals,elicitation oflearning evidence,giving of formative feedback,and reflection and adjustment of studentsand teachers.

Zhao Shiguo(2013)believes that formative evaluation should include four elements:determination of learning objectives,collection of learning evidence,interpretation oflearning evidence and feedback.Wang Rong(2014)pointed out that formative evaluationshould include five elements:setting learning objectives,designing evaluation tasks,feedback,students’participation in activities,and the use of evaluation results.InPromoting Learning:Formative Evaluation in Second Language Teaching,profe本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。