小学英语形成性评价的实践与探索

A Research into Formative Assessment in Primary School English Teaching

【作者】 魏蓓蓓；

【导师】 臧金兰；

【作者基本信息】 山东师范大学， 英语课程与教学论， 2005， 硕士

【摘要】 本论文旨在阐述将形成性评价运用于小学英语教学中的必要性和重大意义,并介绍多种形成性评价工具的使用方法及其效果,对小学英语教师有一定的借鉴作用。论文共分为四章:第一章主要介绍了教育评价理论和形成性评价这一概念。自美国教育学家泰勒提出“教育评价”这一概念以来,许多教育家和学者致力于这一理论的研究,比较有代表性的有斯克里芬,布卢姆,斯塔弗尔比姆等。我国的教育评价研究起步较晚,且长期以来对教育评价的研究只限于对学校考核、教师评估以及考试制度的研究。直到2000 年,中学英语教学大纲中才出现教学评价和形成性评价的概念,并明确指出“对学生的学习评价应坚持形成性评价和终结性评价并重的原则,既关注结果,又关注过程。”新的《英语课程标准》指出应当建立能激励学生学习兴趣和自主学习能力发展的评价体系,在英语教学过程中应以形成性评价为主,注重培养和激发学生学习的积极性和自信心。本章第二部分重点介绍形成性评价的概念、特点、作用以及在英语教学中实施形成性评价的理论依据。考试、测量、评价和评估的概念和区别,以及涉及到形成性评价的一些概念例如终结性评价、档案袋评价和行为表现评价在这一部分中都有详细的介绍。Bachman的语言交际能力理论、布卢姆的教育目标分类学、加德纳的多元智能理论以及皮亚杰的建构主义理论都为形成性评价在小学英语教学中的运用提供了理论依据。第二章阐述了在小学英语教学中使用形成性评价的必要性和意义。为调查小学英语教学和评价现状,教育部做了一系列问卷调查,调查数据显示在许多地区的小学英语教学中主要评价方式还是传统的纸笔测试,而近90%的被调查学生认为纸笔测试不能代表他们实际的英语学习能力。基于此问题,教育部专门下达了《教育部关于积极推进中小学评价与考试制度改革的通知》,指出要建立促进学生成长和教师发展的评价体系。新《英语课程标准》对建立有利于激励和培养学生学习兴趣和自主学习能力的评价体系有着更详尽的要求。另外,在小学英语教学中运用形成性评价较其它方式的优势也证明了其必要性。第三章专门介绍了一些常见的形成性评价工具。档案袋评价是形成性评价的典型代表,它旨在将学生的学习过程和结果展示出来,并在这一过程中对学生做出评价。课程作业是教师布置给学生在一段时期内完成的学习任务,与每天的家庭作业和单元作业既有区别也有联系。讨论会可以在师生间、学生内部或者教师和家长之间展开,通常的形 更多还原

【Abstract】 This thesis is intended to apply theories and practices of formative assessment toprimary school English teaching. It is divided into four parts and deals with the followingissues respectively.Chapter one is an introduction to both educational evaluation and formative assessment.The development of educational evaluation abroad is attributed to such scholars as M.Scriven,B.S.Bloom, Tyler, Stufflebeam, Genesee and Upshur, and so on. Since Scriven put forwardthe notion of formative assessment in 1967, formative assessment has long been paidattention to and many countries have developed their own evaluation systems. In contraststudies on educational evaluation in China somewhat drop behind. Teaching staff have longregarded educational evaluation as testing and measurement, or as summative assessment. Itwas not until 2000 that the conception of formative assessment was put forward in EnglishSyllabus of middle school English teaching. Teachers have improved their understanding ofstudent assessment since 2001, when a new curriculum system was adopted and implementedin China. The new English Curriculum Standard offers new quality-oriented guidingprinciples in conducting evaluation. Then the distinctions among testing, measurement,assessment, and evaluation can be seen from their definitions. As for formative assessment,it’s important to make clear the distinctions between summative assessment and formativeassessment. Some definitions such as performance assessment and portfolio assessment areintroduced too. Theories mentioned in this chapter provide the basis of applying formativeassessment in English teaching. Bachman’s theory of Communicative Language Ability,Bloom’s Taxonomy of Educational Objectives, Gardner’s theory of multiple intelligences,and Piaget’s constructivism, these theories provide support for the application of formativeassessment in English teaching. Characteristics and functions of formative assessment arealso stated in this chapter.Chapter two aims to show the necessity and significance of applying formativeassessment in primary school English teaching. Some figures shown in some charts illustratethe actuality of English teaching and assessing in primary schools. It can be easily seen thatthe main assessing method in current English teaching is still the traditional way ofpaper-and-pencil testing, while pupils expect to be assessed in various ways because nearly90% of them don’t think paper-and-pencil tests can represent their language ability. To solvethis problem the Ministry of Education has made an announcement to call for and require thereform of the current assessment system. Some more detailed requirements are shown in thenew English Curriculum Standard (ECS for short), which appeals for a new evaluationsystem that can arouse students’learning interest and initiative. According to the specificrequirements from the ECS, it’s necessary to implement formative assessment in primaryschool English teaching. Advantages of formative assessment over the traditional ways ofassessment can also prove the necessity and importance of the application of formativeassessment in primary school English teaching. Chapter three introduces some common formative assessment tools, includingportfolios, course work, conferences, observations, performance assessment, and projectcooperation. Portfolio assessment is an appraisal of student development based on theprocess of making portfolios and the analysis of their final results. In this chapter, thepurposes, features, types, and functions of portfolio assessment are indicated respectively,together with some forms that can be used in a portfolio assessment. Course work refers tothe task which is arranged by the teachers for the students to fulfill within a long period oftime (usually a term) and aims to be a useful supplement to paper-and-pencil tests whileassessing students. The features of it can be seen from the contrast made among course work,daily homework and unit work. In this part I also present two typical samples of course workwhich I’ve used in my own teaching. Conferences can take forms of conversations betweenthe teacher and students, students’accounts in their own words, discussions among students,or interviews between the teacher and students’parents. How to design and hold conferencesis discussed in this chapter. Observations in this thesis are mainly about class events,teaching and learning activities, and exchanges among students. What to observe and how toobserve are important for English teachers to consider before they observe students. The mostimportant step for observations is to record information about students. Three kinds ofrecording tools—anecdotal records, checklists, and rating scales—are introduced in this part.Then the definitions, characteristics, and principles of performance assessment are touchedupon, followed by some typical performance assessment activities such as games, 更多还原

【关键词】 形成性评价； 小学英语教学； 评价工具；
【Key words】 formative assessment； primary school English teaching； assessment tools；

参考文献：

 浅议小学英语形成性评价在课堂教学中的运用
评价是英语课程的重要组成部分，科学的评价体系是实现课程目标的重要保障。评价的理念、目的、内容、标准、方式和手段等无一不对教学产生深远的影响。得当的评价活动可以对学生的学业进步和人格形...
收录数据库：《中文科技期刊数据库》 来源：《现代教育教研》 2011年 第7期 作者：谢美娜 机构：陆川县第一小学 广西陆川537700 

 对小学英语形成性评价“热”的“冷”思考
《英语课程标准》提出：“在英语教学过程中应以形成性评价为主．注重培养和激发学生学习的积极性和自信心。”近几年，许多小学英语教师在形成性评价方面作了大量的尝试．但是，笔者在实际工作中发...
收录数据库：《中文科技期刊数据库》 来源：《小学教学研究》 2011年 第6期 作者：张小萌 机构：浙江杭州市求是教育集团 

 浅议小学英语形成性评价的原则与类型
小学英语形成性评价应坚持相关性、真实性、趣闻性和激励性的原则,从学生的基础性知识掌握和运用能力等方面进行评价,激励学生积极学习,培养学生合作精神,提高学生语言运用能力。
收录数据库：《中文科技期刊数据库》 来源：《教育实践与研究：小学版（A）》 2011年 第2期 作者：王萌 机构：石家庄市桥西草场街小学 河北石家庄050091 
 

小学英语形成性评价的实践与探索

A Research into Formative Assessment in Primary School English Teaching

【作者】 魏蓓蓓；

【导师】 臧金兰；

【作者基本信息】 山东师范大学， 英语课程与教学论， 2005， 硕士

【摘要】 本论文旨在阐述将形成性评价运用于小学英语教学中的必要性和重大意义,并介绍多种形成性评价工具的使用方法及其效果,对小学英语教师有一定的借鉴作用。论文共分为四章:第一章主要介绍了教育评价理论和形成性评价这一概念。自美国教育学家泰勒提出“教育评价”这一概念以来,许多教育家和学者致力于这一理论的研究,比较有代表性的有斯克里芬,布卢姆,斯塔弗尔比姆等。我国的教育评价研究起步较晚,且长期以来对教育评价的研究只限于对学校考核、教师评估以及考试制度的研究。直到2000 年,中学英语教学大纲中才出现教学评价和形成性评价的概念,并明确指出“对学生的学习评价应坚持形成性评价和终结性评价并重的原则,既关注结果,又关注过程。”新的《英语课程标准》指出应当建立能激励学生学习兴趣和自主学习能力发展的评价体系,在英语教学过程中应以形成性评价为主,注重培养和激发学生学习的积极性和自信心。本章第二部分重点介绍形成性评价的概念、特点、作用以及在英语教学中实施形成性评价的理论依据。考试、测量、评价和评估的概念和区别,以及涉及到形成性评价的一些概念例如终结性评价、档案袋评价和行为表现评价在这一部分中都有详细的介绍。Bachman的语言交际能力理论、布卢姆的教育目标分类学、加德纳的多元智能理论以及皮亚杰的建构主义理论都为形成性评价在小学英语教学中的运用提供了理论依据。第二章阐述了在小学英语教学中使用形成性评价的必要性和意义。为调查小学英语教学和评价现状,教育部做了一系列问卷调查,调查数据显示在许多地区的小学英语教学中主要评价方式还是传统的纸笔测试,而近90%的被调查学生认为纸笔测试不能代表他们实际的英语学习能力。基于此问题,教育部专门下达了《教育部关于积极推进中小学评价与考试制度改革的通知》,指出要建立促进学生成长和教师发展的评价体系。新《英语课程标准》对建立有利于激励和培养学生学习兴趣和自主学习能力的评价体系有着更详尽的要求。另外,在小学英语教学中运用形成性评价较其它方式的优势也证明了其必要性。第三章专门介绍了一些常见的形成性评价工具。档案袋评价是形成性评价的典型代表,它旨在将学生的学习过程和结果展示出来,并在这一过程中对学生做出评价。课程作业是教师布置给学生在一段时期内完成的学习任务,与每天的家庭作业和单元作业既有区别也有联系。讨论会可以在师生间、学生内部或者教师和家长之间展开,通常的形 更多还原

【Abstract】 This thesis is intended to apply theories and practices of formative assessment toprimary school English teaching. It is divided into four parts and deals with the followingissues respectively.Chapter one is an introduction to both educational evaluation and formative assessment.The development of educational evaluation abroad is attributed to such scholars as M.Scriven,B.S.Bloom, Tyler, Stufflebeam, Genesee and Upshur, and so on. Since Scriven put forwardthe notion of formative assessment in 1967, formative assessment has long been paidattention to and many countries have developed their own evaluation systems. In contraststudies on educational evaluation in China somewhat drop behind. Teaching staff have longregarded educational evaluation as testing and measurement, or as summative assessment. Itwas not until 2000 that the conception of formative assessment was put forward in EnglishSyllabus of middle school English teaching. Teachers have improved their understanding ofstudent assessment since 2001, when a new curriculum system was adopted and implementedin China. The new English Curriculum Standard offers new quality-oriented guidingprinciples in conducting evaluation. Then the distinctions among testing, measurement,assessment, and evaluation can be seen from their definitions. As for formative assessment,it’s important to make clear the distinctions between summative assessment and formativeassessment. Some definitions such as performance assessment and portfolio assessment areintroduced too. Theories mentioned in this chapter provide the basis of applying formativeassessment in English teaching. Bachman’s theory of Communicative Language Ability,Bloom’s Taxonomy of Educational Objectives, Gardner’s theory of multiple intelligences,and Piaget’s constructivism, these theories provide support for the application of formativeassessment in English teaching. Characteristics and functions of formative assessment arealso stated in this chapter.Chapter two aims to show the necessity and significance of applying formativeassessment in primary school English teaching. Some figures shown in some charts illustratethe actuality of English teaching and assessing in primary schools. It can be easily seen thatthe main assessing method in current English teaching is still the traditional way ofpaper-and-pencil testing, while pupils expect to be assessed in various ways because nearly90% of them don’t think paper-and-pencil tests can represent their language ability. To solvethis problem the Ministry of Education has made an announcement to call for and require thereform of the current assessment system. Some more detailed requirements are shown in thenew English Curriculum Standard (ECS for short), which appeals for a new evaluationsystem that can arouse students’learning interest and initiative. According to the specificrequirements from the ECS, it’s necessary to implement formative assessment in primaryschool English teaching. Advantages of formative assessment over the traditional ways ofassessment can also prove the necessity and importance of the application of formativeassessment in primary school English teaching. Chapter three introduces some common formative assessment tools, includingportfolios, course work, conferences, observations, performance assessment, and projectcooperation. Portfolio assessment is an appraisal of student development based on theprocess of making portfolios and the analysis of their final results. In this chapter, thepurposes, features, types, and functions of portfolio assessment are indicated respectively,together with some forms that can be used in a portfolio assessment. Course work refers tothe task which is arranged by the teachers for the students to fulfill within a long period oftime (usually a term) and aims to be a useful supplement to paper-and-pencil tests whileassessing students. The features of it can be seen from the contrast made among course work,daily homework and unit work. In this part I also present two typical samples of course workwhich I’ve used in my own teaching. Conferences can take forms of conversations betweenthe teacher and students, students’accounts in their own words, discussions among students,or interviews between the teacher and students’parents. How to design and hold conferencesis discussed in this chapter. Observations in this thesis are mainly about class events,teaching and learning activities, and exchanges among students. What to observe and how toobserve are important for English teachers to consider before they observe students. The mostimportant step for observations is to record information about students. Three kinds ofrecording tools—anecdotal records, checklists, and rating scales—are introduced in this part.Then the definitions, characteristics, and principles of performance assessment are touchedupon, followed by some typical performance assessment activities such as games, 更多还原

【关键词】 形成性评价； 小学英语教学； 评价工具；
【Key words】 formative assessment； primary school English teaching； assessment tools；

参考文献：

 浅议小学英语形成性评价在课堂教学中的运用
评价是英语课程的重要组成部分，科学的评价体系是实现课程目标的重要保障。评价的理念、目的、内容、标准、方式和手段等无一不对教学产生深远的影响。得当的评价活动可以对学生的学业进步和人格形...
收录数据库：《中文科技期刊数据库》 来源：《现代教育教研》 2011年 第7期 作者：谢美娜 机构：陆川县第一小学 广西陆川537700 

 对小学英语形成性评价“热”的“冷”思考
《英语课程标准》提出：“在英语教学过程中应以形成性评价为主．注重培养和激发学生学习的积极性和自信心。”近几年，许多小学英语教师在形成性评价方面作了大量的尝试．但是，笔者在实际工作中发...
收录数据库：《中文科技期刊数据库》 来源：《小学教学研究》 2011年 第6期 作者：张小萌 机构：浙江杭州市求是教育集团 

 浅议小学英语形成性评价的原则与类型
小学英语形成性评价应坚持相关性、真实性、趣闻性和激励性的原则,从学生的基础性知识掌握和运用能力等方面进行评价,激励学生积极学习,培养学生合作精神,提高学生语言运用能力。
收录数据库：《中文科技期刊数据库》 来源：《教育实践与研究：小学版（A）》 2011年 第2期 作者：王萌 机构：石家庄市桥西草场街小学 河北石家庄050091