【作者基本信息】 陕西师范大学， 教育硕士（专业学位）， 2017， 硕士
【摘要】 评价是教学的一个重要组成部分,因为它可以给老师和学生提供反馈信息。然而,终结性评价在学生的写作评价中一直占据着很重要的位置。在终结性评价过程中,学生并不能了解他们写作的真实水平,他们不知道他们作文中的强项是什么,弱项是什么,他们也不知道如何提高自己的作文水平。他们所能知道的仅仅是老师写在作文下面的分数和老师在作文中对他们的错误进行的订正。高中英语新课程标准提出：形成性评价是英语教学的一个重要组成部分。它还指出形成性评价有利于学生从被动接受评价者转变为评价的主体和积极参与者(新课程标准,2003)。通过阅读国内外的相关文献,作者可以发现形成性评价已经得到了广泛的关注。很多的学者研究形成性评价的特点,形成性评价与终结性评价的差异以及形成性评价的优势。本篇论文旨在调查通过形成性评价的实施是否可以提升被试的英语写作成绩,并且通过形成评价的实施被试对于英语写作的态度是否可以得到改变。本调查基于作者在沙雅二中的实习,高二两个班的100名被试参与了本调查。作者通过对被试进行前调查问卷以及前测来了解被试对于英语写作的态度以及他们的写作水平。然后,在实验班采取了形成性评价策略,目的是通过形成性评价的实施,调查被试的写作成绩是否得到了提高,以及他们对于英语写作的态度是否得到了改变。此论文主要解决两个方面的问题：1、形成性评价对于被试的英语写作成绩的影响是什么?2、形成性评价对于被试的英语写作态度的影响是什么?为了找出这些问题的答案并使得结果更加可信,作者使用了不同的研究方法,如前调查问卷、前测、后测、后调查问卷以及访谈。SPSS 17.0用来分析调查问卷以及测试的结果,而对于访谈的结果分析则是以定性分析为主。调查结果证实,形成性评价可以提高大多数被测学生的写作成绩,并且通过形成性评价的实施还可以改变被测学生对于英语写作的态度。
【Abstract】 Assessment is an important part in the process of teaching and learning, because it provides feedbacks for both teachers and students. However, summative assessment has played a very important part in the assessment of students’writings for so long time. In summative assessment, students don’t know what the real levels of their writings are. They don’t know what the strengths and weaknesses are in their writings, either. And they also have no idea about how to improve them. What they know is the scores under their writings given by teachers and the mistakes corrected by the teachers in their writings. It was put forward in the New Curriculum Reform that formative assessment was an important part in English teaching. It was also pointed out in the New Curriculum Standard that formative assessment could change the students from passive accepters to positive participants (the New Curriculum Standard,2003).By reading related literatures both at home and abroad, it can be seen that formative assessment has got wide attention. A lot of scholars do researches on the characteristics of formative assessment, the differences between summative assessment and formative assessment and the advantages of formative assessment. This thesis aims to do an investigation about whether the application of formative assessment can improve the participants’ writing achievements and whether the application of formative assessment can change the participants’ attitudes toward English writing. This investigation is based on the author’s teaching practice in Sha Ya NO.2 Middle School. And there were 100 participants from two classes of Senior Grade Two taking part in this investigation. The author learned about the participants’ attitudes toward English writing and their writing levels by giving a pre-questionnaire and a pre-test, then the author applied formative assessment in the experiment with the purpose of investigating whether the application of formative assessment can improve the participants’ English writing achievements and whether the participants’ attitudes toward English writing have also got changed. This thesis aims to answer the following two questions: 1. What is the effect of formative assessment on the participants’ writingachievements? 2. What is the influence of formative assessment on the participants’writing attitudes?In order to give answers to these two questions and make the results more reliable, the author used different research methods, such as pre-questionnaire, pretest, post test, post questionnaire and an interview. SPSS 17.0 was used to give analysis about the statistics from questionnaires and writing tests, while the analysis of the interview is mainly qualitative.The findings of this investigation show that most of the participants’ writing achievements have been improved and their attitudes toward English writing have been also changed after the application of formative assessment in Senior High School English writing.
【Key words】 formative assessment； Senior High School English； English writing；
- 【网络出版投稿人】 陕西师范大学