形成性评价论文

Application of English Formative Assessment inPrimary School English Teaching中文摘要自2011年我国实行新课程标准以来，形成性评价已在学校广泛推行。

《英语课程标准》提倡传统性评价和形成性评价相结合，达到促成学生进步的目的。

然而至今，我国英语教学评价方式还是过多依赖传统性评价：重结果，轻过程；重知识，轻素质；不利于提高学生的学习积极性和内在动力，阻碍学生在学习上的主动发挥等等。

为促进学生全面发展，增强语言能力，形成性评价在英语教学中将起到举足轻重的作用。

本文旨在通过了解形成性评价的理论概念，结合国内外小学英语教学现状，对传统性评价和形成性评价两者进行研究，并通过举例实验说明两者的优缺点，进而突出形成性评价在其教学中的应用。

关键词: 形成性评价传统性评价英语教学AbstractIn China, the new curriculum standard carried out in 2011.Since then, formative assessment has been widely promoted. The ECS advocates that language assessment should be a combination of formative assessment and summative assessment.However now, English assessment is based on summative assessment. It values result more than process, and values knowledge more than quality. This kind of assessment cannot bring the activity, creativity or initiative of the students into fullplay. In order to promote student study in an-all way development and strength language competence, formative assessment will be an important role in English teaching.Through understanding the theoretical knowledge of formative assessment, this thesis emphasis on research of the strengths and weakness of the formative assessment and summative assessment, in order to embody the important application of formative assessment in primary school English teaching. Keyword: formative assessment, summative assessment English teachingIntroduction （1000字左右）Chapter One Theoretical Framework1.1 The Interpretation of Formative Evaluation1.2 Previous Study of Formative Evaluation1.3The Related Theories and Background1.3.1The theory of Constructivism1.3.2The theory of multiple intelligences1.3.3The theory of Humanism1.3.4The theory of Cognitivism1.3.5 The theory of “zone of proximal development”1.3.6 The theory of attributionChapter Two Research and Design （教学过程）2.1 Research Purpose2.1.1 To promote the school’s teaching and research2.1.2 Be benefit for developing cooperative learning2.1.3 Be benefit for reflect the success in studying process2.1.4 Be benefit for the development of humanism assessment thought 2.2 Research Procedure2.2.1 Research question （去掉）2.2.2 Research subjects2.2.3 Research methods2.3 Data Collection and AnalysisChapter Three The Application of Formative Evaluation3.1 Methods of the Application3.2 The Advantages of Formative Evaluation3.2.1 In the aspect of integrity3.2.2 In the aspect of expansibility3.3 The Suggestions3.3.1 Student’s self-assessment3.3.2 Inspiring students’interest in learning English3.3.3 Protecting students’self-esteem and help to build up confidence ConclusionIntroductionRecent years, English teaching in primary school in our country is becoming more and more important. And in order to students can improve their English level in the round, our country makes the reform about the teaching curriculum. The new curriculum standard is carried out from 2011. Teaching assessment has been an important part of English teaching. Assessment for the whole course and result of teaching is available monitoring. The traditional summative assessment only cares about the learning report, is very simple. Formative assessment is much more pivotal, especially in primary school English teaching.This thesis we will discuss about the application of formative assessment in primary school English teaching, and how to make the assessment in highest effect. We will compare the summative assessment with formative assessment by the real sample, and think out better measure to improve teaching efficiency and all students‟English level.1. Theoretical FrameworkThe concept of assessment and research about assessment both at home and abroad will be reviewed in this chapter. Firstly, the key term formative assessment and summative assessment by illustrating their characteristics will be introduced. Then, it takes a brief look at the current research situation of formative assessment in western countries and ourcountry.1.1 The Interpretation of Formative EvaluationEducational assessment generally concludes summative assessment and formative assessment. Summative assessment refers to the cumulative assessment, usually occurring at the end of a unit or topic coverage, which intends to capture what a student has learned, or the quality of the learning, and judge performance against some standards (Bachaman, 1990; 43). A variety of final examination carried out at the end of a unit, a term, a year or a course are all typical sources of summative data(Chen, 2001).Formative assessment refers to assessment that involves“collecting, synthesizing, and interpreting data for the purpose of providing information students and teachers that are used to improve teaching and learning”(Airasian, 1997;402). We can see that formative assessment is student-centered and development-orient and is more authentic and scientific according to the definitions, functions and features. Formative assessment is featured with its large variety of assessment contents, way, tools, and agents. As for assessment ways, it includes self-assessment, peer-assessment, teachers-assessment and parent-assessment. As for assessment contents, it includes inside and outside classroom learning activities, such as telling stories, Englishplay, role-play, duty report and homework. And it concerns the individual‟slanguage knowledge, language skills, learning attitude, cooperative spirit, independent learning ability and cultural consciousness. As for assessment tools, it includes observation, questionnaire, interview, portfolio. All of these make formative assessment more comprehensive, scientific and individual. Therefore, formative assessment is more objective and humanistic (Gallagher, 1998). And it is helpful for pupils to enhance their confidence and activeness.1.2 Previous Study of Formative EvaluationFormative assessment has been put forward in the year of 1967 by the American review studies‟expert M. Seriven and then was brought into teaching field by American prominent educationist B. S. Bloom. After the concept has been brought forward, lots of researches have been done to discuss formative assessment‟s concept, characters, connotation, necessities and functions towards education. Besides, in out country, the model of “decided by one exam” in education assessment was ingrained before out new century, and the related essays and literature not arose until the end of the 90th. Though it appears very late in China, it develops very rapidly and violently.1.3The Related Theories and BackgroundFormative assessment is the concentrated expression of the modern educational idea, and a great number of ideas are related and even could be treated as the background of formative assessment.1.3.1 The theory of ConstructivismAt the earliest, Constructivism is present by J.Piaget who is a psychologist in Swiss. It believes that students‟ knowledge is not obtained by teachers; however they obtained it in certain situation, with the help of other persons, using necessary learning materials, through the meaning construction. It also believed that study is not a process that students accept knowledge passively, but a process that students construct knowledge framework actively in the process of interaction with the objective environment. In the whole teaching course, students are major, teachers are organizing, guiding and promoting them, promoting into the interaction of learners and learning situation in maximum limit and giving full play to the learners‟ enthusiasm‟ initiative and creativity. So they can complete the meaning of knowledge construction. Education assessment is the same. The main body of assessment would be the student; they should be positive and active assessor, involved in every link of teaching assessment. Formative assessment claims that assessment stimulates the main body‟s participation; evaluates that emotional attitude which is show when learners construct knowledge, that strategy or method and process of knowledge construction which are used, so students will obtain incentive in the learning, produce self-confidence and fulfill feeling. Formative assessment also stressed that students improve self-learning ability should monitor and reflect appropriately by themselves, masterand adjust the suitable learning strategies.1.3.2 The theory of multiple intelligenceThe theory of multipleintelligence is proposed by Garder.H who is the American Harvard university professor, a famous developmental psychologist. This theory pointed out that human intelligence refers to nine parts, such as mathematical logic intelligence, verb language intelligence, visual or spatial relationship intelligence, musical intelligence, kinesthetic intelligence, interpersonal intelligence, self-introspective intelligence, natural intelligence and existing intelligence. And from new angle expounded and analyzed that intelligence‟s existing way and its potential ability to develop and so on. This theory has much influence on the education field. Firstly, it influenced on the thought to student with positive and active by teachers. It thinks that every person has nine intelligences, just that they have different ways and different degree combination. Secondly, it influences that teachers rebuild the thought of intelligence. Thirdly, it helps teachers build new thought about education, emphasize education functionality of assessment, develop and explore the various potential abilities on the students, go to know the real need and expect in the development of students‟ body and heart, help students to know themselves and to set up self-confidence, promote students to develop from the primary level.1.3.3 The theory of HumanismThis theory is based on the humanism psychology, it was proposed by American psychologists A. Maslow and Carl R. Rogers. It emphasized the whole development of learners, and valued that enlightenment of learning potential. Teachers make a good study environment for students, let the students to percept from themselves‟need and understand then realize themselves. Carl R. Rogers thought that the risk of teachers is to teach how to fish, not to grant the fish. In general, risk of teachers is not to teach them knowledge, however to provide the study methods. In the teaching process, the role of teachers is guide for student learning, not the leader.The theory of humanism emphasizes that individual emotion and cognition are mutually unified entirety. Carl R. Rogers thought that the purpose of education is to train talents with cognition and emotion, to emphasis students‟ inner demand and make them accomplish themselves‟demand. Successful education lies in help students to discover learning potential, discover learning motivation, so as to let the students carry on the meaningful learning. So, teaching assessment should provide encouragement and motivation constantly, make the students can see their ability and value and the correct method to study.1.3.4 The theory of CognitivismIn the middle period of 1950s, driven by the research of American educational psychologists both J.S.Bruner and D.P.Ausubel, the theory ofcognitivism developed. They emphasized that learning is a course that learners face to the situational problems, through inner positive knowledge restructuring and later form and develop the construction of recognition.1.3.5 The theory of “zone of proximal development”The former Soviet psychologist Lev Vygotsky proposed the theory of “zone of proximal development”after instructing the relationship between teaching and development. He believed that teachers‟teaching must consider the students existing learning level and so promote their study improvement. This theory pointed out the development of children has two levels, one is existing developing level, another is much higher lever which is achieved by other persons‟ guide and help. However the different between them is zone of proximal development. Lev Vygotsky believed that teaching assessment should not only adapt to the students existing cognitive level, and ensure that the teachers can guide and promote the development of students on the base of the range the students can accept.In the teaching process, the teaching assessment teachers choose should be a process assessment. In every stage of study learning, teachers should know the learning state and development need of students timely, and provide timely guide and help, improve students‟learning ability, promote students realize from the level of the existing knowledgestructure to a situation in higher level, then achieve their development of themselves.1.3.6 The theory of attributionAmerican psychologist B.Weiner did system research to attribution, he divided it to three dimensionalities: inner and external, steady and instability, controllable and incoercible. He also believe that students conducting right attribution is the main element to decide study motivation, and attribution can make people have emotive reaction. If we put the accomplishment become our inner cause, when we success, we will feel satisfied and proud; on the contrary, we will feel guilty and shame. So students in the study course should make right attribution by teacher assessment and self-assessment to their development, in this situation,teachers should use formative assessment to encourage students. No matter success or failure, it is a process, is temporary, should encourage students put vision to long-term and more meaningful wider field.In general, although Humanism, Constructivism and Cognitivism and so on these teaching psychology theory more or less have their defect, but do large construction in the history of the teaching development. If teachers can synthesize the advantages of all theories above, they will create more effective assessment method. In this condition, teachers can not only teach students knowledge, but also provide chance to understandself-need and development, help students realize themselves and develop themselves better, and realize the value and significance of education in the maximum.2.Research and design2.1 Research Purpose2.1.1 To promote the school‟s teaching and researchIn the world today is on the big data period of knowledge economy, knowledge economy age calls for education to reform, and education reform needs education scientific research. English scientific research in primary school is an exploratory activity, also is a kind of activity to inspect the existing rules constantly. The purpose of education scientific research is to improve the teaching quality and teaching efficiency. Formative assessment is benefit for teachers to deepen to grasp the teaching principles and teaching objectives; can promote teachers to improve the ability of organization teaching and designing teaching activities by teaching reflection, so as to improve the teaching quality constantly and promote education scientific research activities at school.2.1.2 Be benefit for developing cooperative learningThe current English teaching curriculum standard encourages cooperative learning; advocates shape good personality in the process of learning English. The record of formative assessment can contain the assessmentof teachers to students observing at ordinary times, individuals and the operations and so on. All these are very conductive to the development of students‟ cooperative learning activities.2.1.3 Be benefit for reflect the success in studying processBecause of the forgetting rate in language learning is very high, even though the thing can be blurt out at that time, it also would be forgot in an instant, and the exam and study always have a length of interval, “one exam decides the future”makes the improvement on learning process hard to embody, so there are part of the students hard to get the rewards for success, and inevitably produce the feeling of pain and no gain, which bruises the students‟ learning initiative greatly, even cause part of students give up Englishlearning. Formative assessment which can continuously give students feedback, makes that learned and done in the class can be get the feedback in time and then students can obtain the joy of success timely.2.1.4 Be benefit for the development of humanism assessment thought Formative assessment which subject is student, creates a relaxed environment for the students, focuses on the development of students and the growth of them. It focuses on the pluralistic evaluation from teachers, students and students‟ parents. By formative assessment we can have good understand about some aspects, such as the language knowledge and skills grasped by students in study course; emotions, attitude, abilityand study strategy which are put up in studying course; the development situation and the developing potential in studying course. In the meanwhile, formative assessment can also help students be self cognition, set up confidence, promote every student have further development on the existing level, transfer students‟learning enthusiasm and initiative fully, then it will cultivate the students‟ interest in learning English, and make students lay a basis on learning English in primary school. In addition, formative assessment can provide more abundant and detailed assessment materials to teachers, students and other related personnel, can assess every student by loosely, openly and multi-level way.2.2 Research Procedure2.2.1 Research questionThere are three questions to research in this chapter: the first one is whether the traditional assessment is always useful for students to learning English; the second one is whether formative assessment can improve the students‟learning efficiency; the third one is what is the advantage and disadvantage between traditional assessment and formative assessment.2.2.2 Research subjectsIn Dongfang primary school, the author teaches two parallel classes in practice for two months. Subjects in this experiment are from these two classes, class one is deemed as the experimental class, and class two isdeemed as the control class.Different assessment methods were applied to the two classes. The traditional assessment was adopted by the control class, including unit testing, mid-term test and final exam. The formative assessment was adopted by the experimental class.2.2.3 Research methodsThe author divided the teaching period in two parts. At the beginning period of the author teaching in this school, in another way, in the first month, we didn‟t make comparison between two classes. We adopted the traditional assessment for two classes in English teaching process. In other words, the author just taught the students for saying the knowledge himself, not asked the students questions and not concerned the students whether or not understanding the English knowledge points. We evaluated students by the small final exam in the end of that month.The following month, the author began the real experiment. We taught the two parallel classes in different assessment method.For class one, in order to understanding the students‟ learningsituation, setting up a relatively complete and fair assessment system to improve the students‟English learning, the author did the surveys about their Englishachievements, learning interest, learning attitude, learning ability and self-management skills before the experiment. The results can help the author understand the students deeply and analyze the causesunderlying. And they are good to develop teaching programs and make suitable assessment tools, contents and standards. There are two surveys. The first survey began at the beginning in order to understand the students‟ present English learning situation. The second survey began at the end of the months in order to analyze whether formative assessment is useful or not, then the surveys‟ results can be compared with each other and some helpful information can be found.For class two, the author taught them English as usual, didn‟t survey about their English learning situation.A paper and a questionnaire about the students‟English learning situation are the main experimental tools by the author.2.3Data Collection and AnalysisThe following form is scores calculated after experiment by the last exam paper.From above information, we can see the English level of the two classes was general and the results were similar. The average scores of the experimental class is 75.2 and that of the control class is 76.3. But there are too many low scores. From the students‟answers on the paper, 38 students cannot dictate the new words well. 31 students cannot listen well.49 students cannot write the compositions well and some students can‟t write a word. Many students made mistakes about grammar and spelling in the compositions. And most students‟ writing is not good. Obviously, the result is not be satisfied. If they go on, they will find it difficult to learn English well in the future and it‟s hard for teachers to carry out teaching plans and finish the teaching tasks.Many questions about the students‟ learning interest, learning attitude and learning habit are designed in this questionnaire. Most of the primary school students of the low Grade are interest in English. English is a new thing for them at this period. But when they get in high Grades, the phenomenon of polarization is more and more obviously. Some students have been changing slowly and are not interest in English any more. From the questionnaire, we can know that most of the students in two classes are interest in English, often review English and can listen to teachers carefully in class, which means the experiment can be carried out. However, only one-third students can answer the questions actively in class, and make study plans, finish the tasks seriously and be active to act and recite the dialogues and texts. What‟s more, few students are active in the group activity and few students read some English magazines, newspapers and use the English dictionaries correctly. Effective measures must be used in English teaching to help the primary students.By the author teaching the two students personal, we can see the wholelearning level of class one is similar as that of the class two at the beginning, but later by changing the assessment method to class one, it had made bigger progress. In other words, we can surely confirm that the formative assessment is better than the traditional assessment. The traditional assessment is one-sided.We can take several characters to state the advantage of formative assessment compared to traditional assessment.(1)Formative assessment can stimulate students study, help students regulate and control studying course that will gain the sense of fulfillment, improve self-confidence and develop the ability of team spirit and self-study. Conduce to teacher can guide students better.However traditional assessment just identifies qualified or not by judge and conclude the study situation of students.(2)The former stresses on learning course, however the latter stresses on result.(3)The subject of formative assessment contains teachers, students, partners and students …parents. However, that of traditional assessment is just only teacher in itself.(4)The contents of formative assessment are language knowledge, language skills, learning attitude, study methods and so on, but that of traditional assessment contains just knowledge and skills.(5)The formative assessment lays particular emphasis on quantitativeanalysis by remark and rank. The traditional assessment however lays particular emphasis on qualitative analysis by school report card.(6) The formative assessment‟s standard is looking at the student whether or not in English study. It is vertical comparison.The traditional assessment‟s standard is assessing studying accomplished level based on the teaching objective.3.The application of formative evaluationThis chapter will present that the application of formative assessment itself, advantages for teaching process and my advises to its future‟s usage. Then the thesis goes full circle as it were by putting forward suggestion, expecting to make recommendations for further research. In the end, the author concludes with a look at the whole study from the aspects of the study design, the application process and the results.3.1 Methods of the ApplicationBy experiment research, the author has learned some lessons and received some useful experience.Firstly, we should know a lot about students, they are so young that we should train them and explain the assessment contents, goals, standards and methods before the experiment. What‟s more, we should know that applying and fulfilling formative assessment is a long and complexprocess. And assessment should be based on curriculum standards for the purpose of improving teaching and learning not for assessment itself. Secondly, the formative assessment should start from the students‟ actual level, be specific, feasible, simple and practical. And it should minimize teachers and students‟ extra burden. Primary English teachers often have a lot of workload, sometimes a teacher teaches four or five classes, and there are many students in a class. And students have to study and have lots of exercise and homework to do. And it can also boost students‟English learning interest.Thirdly, it is not available to assess students just applying only formative assessment. Formative assessment should be carried out in combination with summative assessment. In fact, teachers can combine the records of formative assessment with the final examination results in order to increase the validity of formative assessment.On the background of new curriculum standard, teachers and researchers should reflect and advocate new principles, means and methods of assessment. Currently, formative assessment has become the mainstream assessment method in language education. However, one fact must be paid attention to. It is really a venture because of time and energy. To implement and fulfill formative assessment is a long-term and difficult process, because too much and energy need to be spent on the new assessment tools, methods and procedures. All of the teachers, researchersand students need to think deeply on some existing problems about formative assessment, such as how to connect teaching with assessing closely and how to effectively deal with the contradiction between formative assessment and the summative assessment system. Although formative assessment has a high validity, its reliability is disputable. All of the problems need more attention and concern in the future study and research.3.2 The Advantages of Formative EvaluationAs the example shown in the former chapter, and compared to the traditional summarized assessment way, the formative evaluation enjoys more outstanding advantages and merits, and will improve the students‟linguistic study effectively. It is momentous in the forming of learning with the constructivism, cognitivism. Besides, the conclusion from all of the educational experts from in or out of out country and the transform of the educational system are also the reflections of carrying out formative assessment in the process of the language learning.3.2.1 In the aspect of integrityThe first aspect refers to its long residual action. The formative assessment points to the educational actions happening, and penetrates the whole process of teaching. So it‟s easy for the administrators to find and adjust the problems occur in the process of teaching and at the same time make correct forecast and adjustment. The traditional assessment。