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在高中英语语言教学之应用形成评价实证概述

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-04-24编辑:lgg点击率:1330

论文字数:38260论文编号:org201404241137357086语种:英语论文 English地区:中国价格:$ 66

关键词:形成性评价口语教学实证研究高中英语形成性评价

摘要:This way, the present study might be of significance to formulating afeasible formative assessment theory and very likely shed light on how to practiceformative assessment in real-time teaching situations and on how to improve highschool oral English teaching.

Chapter 1 Introduction


1.1 Background of the study
It is often remarked that language testing is one of the youngest fields of researchand practice in Applied Linguistics (Alderson, 1991). And the theory and practice oftesting second language speaking is the youngest subfield of language testing.Language tests are an integral part of language teaching,which serve as an importantway to measure the effect of foreign language teaching so as to control and improveteaching quality. They develop with the development of language teaching and coverthree stages: pre-science language tests, psychometric-structuralism tests andcommunicative language tests.Education assessment is an important component in high school English teaching.The role of assessment has been crucial in that its influences impact the behavior oflearners, teachers, and administrators alike. An objective, scientific and appropriateassessment system is of vital importance to the realization of course goals. It not onlyhelps teachers obtain useful feedback, improve their teaching, and ensure teachingquality but also provides students with an effective means to adjust their learningstrategies and methods, improve their learning efficiency and achieve the desiredlearning effects. Used in a correct way, assessment contributes to effective teachingand successful learning, while inadequate assessments can influence learners in anegative way.
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1.2 Necessity and purposes of the study
With the publication of National English Curriculum Standards for Common SeniorHigh School in 2003, assessment at the high school level ushers in a new era, whichattaches much importance to formative assessment. The Curriculum Standards stressthat language assessment should be a combination of formative assessment withsummative assessment and the integration of quantitative assessment and qualitativeassessment. It also stresses that the focus of assessment should be on learners’ abilityto use English in communication, particularly their ability in speaking and writingEnglish.In fact, many scholars in China and abroad have already conducted manyresearches on the necessity of carrying out formative assessment and on its guidelinesto facilitate teaching and learning. However, most of their researches on formativeassessment mainly focus on the primary school classes and the researches on itsapplication at high school level are rarely made. High school students are betterdeveloped in language ability, social ability and psychology. In addition, most highschool students have formed their autonomic learning ability. Formative assessmentwill be more beneficial to high school students when autonomous learning isconsidered as a vital part in the present high school English instruction. Therefore, anall-round, objective, scientific and accurate assessment system is urgently needed inthe current high school English teaching.
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Chapter 2 literature review


2.1 Formative Assessment
Formative assessment is also termed classroom evaluation or classroom-basedevaluation, classroom assessment, school-based assessment, portfolio assessment.Although different authors use different terms, they mean the similar thing.American philosopher Michael Scriven in his classic essay The Methodology ofEvaluation first proposed the terms “formative” and “summative”. It is the Americaneducator Benjamin S. Bloom who wa论文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。

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