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1、分类号 H08 UDC 813 学号 031616 东 南大学 硕 士 学 位 论文 形成性测试在大学英语口语教学 中的应用 研 究 生 姓 名 ： 魏薇 导 师 姓 名 ： 稈俊 瑜 副 教 授 申请学位级别 文学硕士 申请学位专业 外国语言学及应用语言学 论文提交日期 2006 年 8 月 20日 论文答辩日期 2006 年 9 月 19日 学位 授 予 单 位 东 南 大 学 学 位 授 予 日 期 2 0 0 6 年 月 日 答 辩 委 昂 会 主 席 何 江 胜 教 授 评 阅 人 _ 2006 年 9 月 19 日 THE IMPLEMENTATION OF CLASSROOM F
2、ORMATIVE ASSESSMENT IN COLLEGE ORAL ENGLISH TEACHING A Thesis Submitted to Southeast University For the Academic Degree of Master of Arts BY WEI Wei Supervised by Professor CHENG Jun-yu Foreign Languages Department Southeast University September, 2006 东南大学学位论文独创性声明 本人声明所呈交的学位论文是我个人在导师指导下进行的研究工作及取得的
3、研究成果。尽我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其 他人已经发表或撰写过的研究成果，也不包含为获得东南大学或其它教育机构的 学位或证书而使用过的材料。与我一同工作的同志对本研究所做的任何贡献均已 在论文中作了明确的说明并表示了谢意。 研究生签名： _ 日期 : 东南大学学位论文使用授权声明 东南大学、中国科学技术信息研究所、国家图书馆有权保留本人所送交学位 论文的复印件和电子文档，可以采用影印、缩印或其他复制手段保存论文。本人 电子文档的内容和纸质论文的内容相一致。除在保密期内的保密论文外，允 许论 文被查阅和借阅，可以公布（包括刊登）论文的全部或部分内容。论文的公布（包
4、括刊登 ）授权东南大学研究生院办理。 研究生签名： _ 导师签名： _ 日期 : ACKNOWLEDGEMENTS This thesis and research cannot be produced without the assistance and support of many people. First of all, I would like to extend my foremost gratitude to my supervisor Professor Cheng Junyu. Her constructive suggestions, constant guidance
5、and careful revision have enlightened and encouraged me through the process. Without her efforts and help, this thesis would have been impossible. In addition, my appreciation also goes to the students who cooperated in my questionnaire survey, interview and experiment I would like to express sincer
6、e thanks to my classmates for their help in my thesis writing. I am indebted to all the staff of the foreign languages college at Southeast University for their help and support I have benefited a great deal from their thought-provoking teaching. I 形成性评价源于诊断性测试，国外对于形成性评价的研究起源于 80 年代。国内直到近几 年才对形成性评价在
7、中小学英语教学中的应用进行了研究，而对更有能力进行形成性评价的 大学生的教学研究却甚少，尤其是作为英语中最薄弱的口语部分，没有形成一套适合大学英 语口语的形成性评价体系。 形成性评价与终结性评价在评价的目的、时间、方法、结果等方面均有所不同。与终结 性评价相比，形成性评价是通过教学过程中的评价肯定已取得的进步，发现并解决问题。形 成性评价强调过程性、目标性和学生学习的自主性。现行的口语考试一方面由于其特殊性， 限制了考试的规模，使得学生 “ 说 ” 的能力无法得到及时检测；另一方面目前的口语考试多 为终结性评价，这一测试形式无法关注学生的学习过程，不利于全面整体性地评价学生，及 时诊断教学活动
8、中的问题，发现教学活动的症结并调整教学。因此针对目前的口试现状，本 研究拟通过结合大学英语日常教学内容，设置一套可运用于日常教学中的大学英语口语形成 性评价体系，制定一套口语形成性评价标准，对学生学习过程中表现出的兴趣、态度、参与 活动程度、语言发展状态和学习尝试进行评价和肯定，以促进学生的学习积极性，帮助学生 认识到自己语言行为和目标的差距，辅助教师改进教学，提高口语教学效果。通过考察形成 性测试对教学的反拨作用，本研究归纳总结出口语形成性评价的特点、目的、效用及在大学 英语口语课堂的应用 规范，并证实了形成性评价的效用。本文以形成性评价理论、口语测试 理论和交际测试理论为理论基础，通过理论
9、与实证性研究相结合的方法，采用课堂观察、问 卷调查、经验总结、实验、对比分析等方法和手段进行研究。 本研究由实验和实验后的访谈组成。实验前 200 名大学一年级的学生参与了关于口语学 习中存在的问题和学习需求的问卷调查。实验选择了其中两个班共 101 名学生为实验对象进 行大学英语口语课堂形成性评价的研究。本实验通过以形成性测试为辅助手段的口语教学与 常规口语教学的对比研究，考察形成性口语测试对口语教学产生的影响。 实验结束后对学生 和教授口语的教师进行了访谈，进一步了解形成性测试在口语教学中的作用。 通过理论分析和实验研究，本文总结出大学英语口语课堂形成性评价的作用。实验证明 在以形成性测试
10、为辅助手段的口语教学中，实验班学生的口语能力及口语各项微技能较之对 照班的学生取得了更大程度的进步。实验班学生在话语的长短和灵活性方面的进步最为显 著。实验班学生对口语学习的兴趣，学习的主动性等主观方面在口语教学中也有显著的提高。 大学英语口语课堂形成性评价丰富和改善了原有的教学评估体系，为口语教学活动及时提供 反馈信息，起到反拨 教学的作用，便于教师监控学生的口语学习过程。形成性评价避免了教 学和测试内容的分离，有利于培养学生的语言运用能力。在形成性评价中，学生参与评价， 明确了学习目标和评价标准，有利于提高学习效率。 本研究将形成性评价引入大学英语口语教学，提高了口语教学的效果。参照本研究
11、的方 法和研究过程中的所收集的信息，形成性口语测试可以推广应用于大学英语测试及其它英语 技能学习和测试。 关键词：形成性评价：口语测试：口语教学与学习：口语能力 ABSTRACT Formative assessment originated from diagnostic assessment. The studies on formative assessment dated from the 1980s in western countries. The concept “formative assessment” was first put forward by Scriven in
12、connection with the curriculum design and teaching. There are some related researches on formative assessment in foreign countries. But in China, professional studies of this field are just underway. Formative assessment differs from summative assessment in conduction time, purposes, methods, result
13、s, feedback and other aspects of assessment. Compared with summative assessment, the purpose of formative assessment is to improve quality of students learning. Speaking is probably the most difficult skill to test It involves a combination of skills that may have no correlation with each other, and
14、 they do not lead themselves well to objective testing. In this research, the author tries to import formative assessment into college oral English teaching to improve oral English teaching and testing. The experiment was carried out to study the characteristics, purposes, effectiveness and operatio
15、nal procedures of classroom formative assessment of oral English teaching. This research was based on the previous related researches, formative assessment theories and Oral English testing theories in combination with the present situation of college oral English teaching. The research continued th
16、e past researches and filled the gap of formative assessment in college oral English teaching in China. The research consisted of an experiment and a survey after the experiment. Questionnaires were first designed and surveyed among 200 freshmen to analyze their needs and problems in oral English le
17、arning. Then two classes of students were selected as subjects, one experimental class and one control class, with 101 students in total. The research compared the teaching effect between oral English teaching with formative assessment and traditional oral English teaching to examine the effect of o
18、ral English teaching with formative assessment After the experiment, a survey was conducted with the students in both classes and the teacher to investigate their subjective feedback on the formative assessment. The results of the research show the positive effect of oral English teaching with forma
19、tive assessment Students in the experimental class achieve greater progress in oral English ability in general and in every sub-skill in oral English than students in the control class. Students in the experimental class make significant progress in language flexibility, sentence length and coherenc
20、e. Some subjective factors in students of the experimental class (e.g. students interests and enthusiasm in oral English learning) have improved through teaching with formative assessment. The introduction of formative assessment into oral English teaching enriches and amends HI the present teaching
21、 assessment system. Formative assessment can provide immediate feedback to oral English teaching and the teacher can use the feedback to monitor students learning process. Formative assessment avoids the separation of teaching content from assessment content. Students participation in setting down t
22、he scoring criteria and the oral English study goals can better embody the concept of student-centered education and is beneficial to enhance learning efficiency. Finally the research suggested that similar researches be extended to other skills of college English teaching. Key words: Formative asse
23、ssment; oral English test; oral English teaching and learning; oral English ability IV CONTENTS ACKNOWLEDGEMENT . I m . ii ABSTRACT . Ill 1 Introduction . 1 1.1 Background . 1 1.2 Problems and Needs for the Research . 2 1.3 Purpose and Significance of the Research . 2 1.4 Layout of the Thesis . 3 2
24、Formative Assessment . 4 2.1 Definition of Formative Assessment . 4 2.1.1 What Is Meant by “Assessment”？ . 4 2.1.2 What Is Meant by “Formative Assessment”？ . 4 2.2 The Process of Formative Assessment . 5 2.3 Classification of Formative Assessment . 7 2.3.1 According to the Formality . 7 2.3.2 Accord
25、ing to the Subject . 8 2.4 The Effectiveness of Formative Assessment . 9 2.5 Purposes and Benefits of Formative Assessment . 11 2.5.1 Purposes of Formative Assessment . 11 2.5.2 Benefits of Formative Assessment . 11 2.6 Distinguishing Formative from Summative Assessment . 12 2.6.1 The Differences be
26、tween Formative and Summative Assessment12 2.6.2 Integrating Formative and Summative Assessment in Teaching14 3 Testing Speaking . 15 3.1 The Characteristics of Oral English Activity . 15 3.1.1 Interactiveness . 15 3.1.2 Purposefulness . 15 3.1.3 Para-linguistic Features . 15 3.1.4 Non-linguistic Fe
27、atures . 15 3.1.5 Insepaparability of Listening from Speaking . 15 3.1.6 Decency of Communication . 16 3.2 Components of Oral English Ability . 16 3.2.1 Micro-linguistic Skills . 16 3.2.2 Routine Skills . 16 3.2.3 Improvisation Skills . 16 3.3 How Are Speaking Skills Assessed? . 17 3.3.1 Testing Ora
28、l Ability . 17 3.3.2 Two Methods for Assessing Oral Ability . 18 3.3.3 Types of Interactive Oral Assessment Task. 18 4 Theoretical Framework of the Implementation of Formative Assessment in College Oral English Teaching . 20 4.1 The Characteristics of Formative Assessment of Oral English . 20 V 4.1.
29、1 Frequency of Assessment . 20 4.1.2 Improvement of Students Learning . 20 4.1.3 Students Involvement in Assessment . 20 4.1.4 Close Relation with Oral English Teaching Content . 21 4.1.5 Application of Various Assessing Methods . 21 4.1.6 Feedback as an Important Guarantee . 21 4.2 The Effect of Fo
30、rmative Assessment of Oral English . 21 4.2.1 The Effect on Teachers . 21 4.2.2 The Effect on Students . 22 4.3 Design of Classroom Formative Assessment of Oral English in This Research . 23 4.3.1 Deciding Learning Goals . 23 4.3.2 Setting up Scoring Criteria . 24 4.3.3 Designing Oral Activities . 2
31、5 4.3.4 Conducting Oral Activities . 27 4.3.5 Assessing Students, Oral Performance by Teacher . 27 4.3.6 Self Assessing . 27 4.3.7 Peer Assessing . 28 4.3.8 Conducting Oral Activities after Class and Self Assessing the Performance . 28 5 Research Methodology. 29 5.1 Experiment . 29 5.1.1 Objectives . 29 5.1.2 The Subjects of the Experiment . 29 5.1.3 Materials and Methods .