完善評估體系

完善評估體系，深化大學(xué)英語教學(xué)改革

何蓮珍

浙江大學(xué)外語學(xué)院

2007年8月《大學(xué)英語課程教學(xué)要求》修訂情況介紹修訂過程修訂指導(dǎo)思想修訂的具體內(nèi)容

—教學(xué)性質(zhì)和目標(biāo)

—教學(xué)評估

—三個要求中聽說讀寫譯的具體內(nèi)容

—教學(xué)模式

—詞匯量要求《教學(xué)要求》中有關(guān)評估內(nèi)容的修訂

教學(xué)評估是大學(xué)英語課程教學(xué)的一個重要環(huán)節(jié)。全面、客觀、科學(xué)、準(zhǔn)確的評估體系對于實現(xiàn)課程目標(biāo)至關(guān)重要。它既是教師獲取教學(xué)反饋信息、改進(jìn)教學(xué)管理、保證教學(xué)質(zhì)量的重要依據(jù)，又是學(xué)生調(diào)整學(xué)習(xí)策略、改進(jìn)學(xué)習(xí)方法、提高學(xué)習(xí)效率的有效手段。

教學(xué)評估是大學(xué)英語課程教學(xué)的一個重要環(huán)節(jié)。全面、客觀、科學(xué)、準(zhǔn)確的評估體系對于實現(xiàn)教學(xué)目標(biāo)至關(guān)重要。教學(xué)評估既是教師獲取教學(xué)反饋信息、改進(jìn)教學(xué)管理、保證教學(xué)質(zhì)量的重要依據(jù)，又是學(xué)生調(diào)整學(xué)習(xí)策略、改進(jìn)學(xué)習(xí)方法、提高學(xué)習(xí)效率和效果的有效手段。教學(xué)評估分形成性評估和終結(jié)性評估兩種。形成性評估包括學(xué)生自我評估，學(xué)生相互間的評估，教師對學(xué)生的評估，教務(wù)部門對學(xué)生的評估等。通過課堂活動和課外活動的記錄、網(wǎng)上自學(xué)記錄、學(xué)習(xí)檔案記錄、訪談和座談等形式對學(xué)生學(xué)習(xí)過程進(jìn)行觀察、評估和監(jiān)督，促進(jìn)學(xué)生有效地學(xué)習(xí)。這種形成性評估在實行以學(xué)生自主學(xué)習(xí)為特點的多媒體教學(xué)中尤為重要。教學(xué)評估分形成性評估和終結(jié)性評估兩種。形成性評估是教學(xué)過程中進(jìn)行的過程性和發(fā)展性評估，即根據(jù)教學(xué)目標(biāo)，采用多種評估手段和形式，跟蹤教學(xué)過程，反饋教學(xué)信息，促進(jìn)學(xué)生全面發(fā)展。形成性評估特別有利于對學(xué)生自主學(xué)習(xí)的過程進(jìn)行有效監(jiān)控，在實行基于課堂和計算機的教學(xué)模式中尤為重要。形成性評估包括學(xué)生自我評估，學(xué)生相互間的評估，教師對學(xué)生的評估，教務(wù)部門對學(xué)生的評估等。形成性評估可以采用課堂活動和課外活動的記錄、網(wǎng)上自學(xué)記錄、學(xué)習(xí)檔案記錄、訪談和座談等多種形式，以便對學(xué)生學(xué)習(xí)過程進(jìn)行觀察、評估和監(jiān)督，促進(jìn)學(xué)生有效地學(xué)習(xí)。終結(jié)性評估是指期末課程考試和水平考試。這種考試應(yīng)以評價學(xué)生的英語綜合應(yīng)用能力為主，不應(yīng)以學(xué)生所獲得的讀寫譯考試成績來代替或平衡聽說成績，反之亦然。終結(jié)性評估是一個教學(xué)階段結(jié)束時對教學(xué)成效的總結(jié)性評估。終結(jié)性評估主要包括期末課程考試和水平考試。這種考試應(yīng)以評價學(xué)生的英語綜合應(yīng)用能力為主，不僅要對學(xué)生的讀寫譯能力進(jìn)行考核，而且要加強對學(xué)生聽說能力的考核。對于目標(biāo)要求的評估，學(xué)?？梢愿鶕?jù)《課程要求》中一般要求、較高要求或更高要求單獨命題組織考試，也可以實行地區(qū)或校際聯(lián)考，也可以參加全國統(tǒng)一考試。無論采用何種形式，都要充分考核學(xué)生實際使用語言進(jìn)行交際的能力，尤其是口頭和書面的表達(dá)能力。在完成《課程要求》中一般要求、較高要求或更高要求階段的教學(xué)后，學(xué)?？梢詥为毭}組織考試，或參加地區(qū)聯(lián)考、校際聯(lián)考、全國統(tǒng)一考試，以對教學(xué)進(jìn)行終結(jié)性評估。無論采用何種形式，都要充分考核學(xué)生實際使用語言進(jìn)行交際的能力，尤其是口頭和書面的表達(dá)能力。各級教育行政部門和各高等學(xué)校應(yīng)將對大學(xué)英語教學(xué)的評估作為學(xué)校教學(xué)質(zhì)量評估的一項重要內(nèi)容。教學(xué)評估還包括對教師的評估，即對其教學(xué)過程和教學(xué)成效的評估。評估中應(yīng)全面考核教師的教學(xué)態(tài)度、教學(xué)手段、教學(xué)方法、教學(xué)內(nèi)容、課堂管理和教學(xué)成效等。對教學(xué)成效的評估不能僅僅依據(jù)學(xué)生的考試成績，而應(yīng)當(dāng)基于對學(xué)生綜合能力的全面考查。各級教育行政部門和各高等學(xué)校應(yīng)將大學(xué)英語課程教學(xué)評估作為學(xué)校教學(xué)質(zhì)量評估的一項重要內(nèi)容。形成性評估與終結(jié)性評估

BlackandWiliam(1998b)defineassessmentbroadlytoincludeallactivitiesthatteachersandstudentsundertaketogetinformationthatcanbeuseddiagnosticallytoalterteachingandlearning.Underthisdefinition,assessmentencompassesteacherobservation,classroomdiscussion,andanalysisofstudentwork,includinghomeworkandtests.Assessmentsbecomeformativewhentheinformationisusedtoadaptteachingandlearningtomeetstudentneeds.

終結(jié)性評估

Summativeassessmentisatermbroughtintolanguagetestingfromprogramevaluation.Summativeevaluation,incontrasttoformativeevaluation,wasintendedtosuggestaconcernwiththeoutcomeofaprogramforaccountabilitypurposesinordertoprovideareporttoexternalstakeholders.Summativeassessment,normallybyatestorexaminationprocedure,providesapublicoutcomestatementonperformanceattheendofaperiodoflanguageinstructionforthebenefitofallinterestedstakeholders.(Daviesetal,1999)

Thekeyistothinkofsummativeassessmentasameanstogauge,ataparticularpointintime,studentlearningrelativetocontentstandards.Althoughtheinformationthatisgleanedfromthistypeofassessmentisimportant,itcanonlyhelpinevaluatingcertainaspectsofthelearningprocess.Becausetheyarespreadoutandoccurafterinstructioneveryfewweeks,months,oronceayear,summativeassessmentsaretoolstohelpevaluatetheeffectivenessofprograms,schoolimprovementgoals,alignmentofcurriculum,orstudentplacementinspecificprograms.Summativeassessmentshappentoofardownthelearningpathtoprovideinformationattheclassroomlevelandtomakeinstructionaladjustmentsandinterventionsduringthelearningprocess.Ittakesformativeassessmenttoaccomplishthis.(Garrison&Ehringhaus)形成性評估

Formativeassessmentisatermbasedontheconceptofformativeevaluationusedinevaluatingprogramsandprojects.Theformativepartofprogramevaluationattendstotheprocessofaprograminordertoprovideimmediatefeedbackwhichcouldleadtoimprovement.(Daviesetal,1999)

FormativeAssessment

ispartoftheinstructionalprocess.Whenincorporatedintoclassroompractice,itprovidestheinformationneededtoadjustteachingandlearningwhiletheyarehappening.Inthissense,formativeassessmentinformsbothteachersandstudentsaboutstudentunderstandingatapointwhentimelyadjustmentscanbemade.Theseadjustmentshelptoensurestudentsachievetargetedstandards-basedlearninggoalswithinasettimeframe.(Garrison&Ehringhaus)

BlackandWiliam(1998a)conductedanextensiveresearchreviewof250journalarticlesandbookchapterswinnowedfromamuchlargerpooltodeterminewhetherformativeassessmentraisesacademicstandardsintheclassroom.Theyconcludedthateffortstostrengthenformativeassessmentproducesignificantlearninggainsasmeasuredbycomparingtheaverageimprovementsinthetestscoresofthestudentsinvolvedintheinnovationwiththerangeofscoresfoundfortypicalgroupsofstudentsonthesametests.Effectsizesrangedbetween.4and.7,withformativeassessmentapparentlyhelpinglow-achievingstudents,includingstudentswithlearningdisabilities,evenmorethanithelpedotherstudents(BlackandWiliam,1998b).

Feedbackgivenaspartofformativeassessmenthelpslearnersbecomeawareofanygapsthatexistbetweentheirdesiredgoalandtheircurrentknowledge,understanding,orskillandguidesthemthroughactionsnecessarytoobtainthegoal(Ramaprasad,1983;Sadler,1989).Themosthelpfultypeoffeedbackontestsandhomeworkprovidesspecificcommentsabouterrorsandspecificsuggestionsforimprovementandencouragesstudentstofocustheirattentionthoughtfullyonthetaskratherthanonsimplygettingtherightanswer(Bangert-Drowns,Kulick,&Morgan,1991;Elawar&Corno,1985).

Thistypeoffeedbackmaybeparticularlyhelpfultolowerachievingstudentsbecauseitemphasizesthatstudentscanimproveasaresultofeffortratherthanbedoomedtolowachievementduetosomepresumedlackofinnateability.Formativeassessmenthelpssupporttheexpectationthatallchildrencanlearntohighlevelsandcounteractsthecycleinwhichstudentsattributepoorperformancetolackofabilityandthereforebecomediscouragedandunwillingtoinvestinfurtherlearning(Ames,1992;Vispoel&Austin,1995).

Whilefeedbackgenerallyoriginatesfromateacher,learnerscanalsoplayanimportantroleinformativeassessmentthroughself-evaluation.Twoexperimentalresearchstudieshaveshownthatstudentswhounderstandthelearningobjectivesandassessmentcriteriaandhaveopportunitiestoreflectontheirworkshowgreaterimprovementthanthosewhodonot(Fontana&Fernandes,1994;Frederikson&White,1997).Featuresofformativeassessment:Practice(Formativeassessmenthelpsteachersdeterminenextstepsduringthelearningprocessastheinstructionapproachesthesummativeassessmentofstudentlearning.)Studentinvolvement(Ifstudentsarenotinvolvedintheassessmentprocess,formativeassessmentisnotpracticedorimplementedtoitsfulleffectiveness.Oneofthekeycomponentsofengagingstudentsintheassessmentoftheirownlearningisprovidingthemwithdescriptivefeedbackastheylearn.)Pedagogy(Therearemanyclassroominstructionalstrategiesthatarepartoftherepertoireofgoodteaching.Whenteachersusesoundinstructionalpracticeforthepurposeofgatheringinformationonstudentlearning,theyareapplyingthisinformationinaformativeway.It’snotteachersjustcollectinginformation/dataonstudentlearning;it'swhattheydowiththeinformationtheycollect.)Instructionalstrategiesthatcanbeusedformatively:--Criteriaandgoalsetting;--Observations;--Questioningstrategies;--Selfandpeerassessment;--Studentrecordkeeping.

BlackandWiliam(1998b)makethefollowingrecommendations:Frequentshorttestsarebetterthaninfrequentlongones.Newlearningshouldbetestedwithinaboutaweekoffirstexposure.Bemindfulofthequalityoftestitemsandworkwithotherteachersandoutsidesourcestocollectgoodones.Portfolios,orcollectionsofstudentwork,mayalsobeusedformativelyifstudentsandteachersannotatetheentriesandobservegrowthovertimeandpractice(Duschl&Gitomer,1997).

Tobetrulyhelpfultostudents,formativeinformationshouldbefocusedonthetask,notthestudent;andthestudentmustunderstandthefeedbacksoastomakeuseofit.Toreallysucceed,however,studentsmustlearntoself-assess“sothattheycanunderstandthemainpurposesoftheirlearningandtherebygraspwhattheyneedtodotoachieve.”(Black&Wiliam,1998b)

Themoreweknowaboutindividualstudentsastheyengageinthelearningprocess,thebetterwecanadjustinstructiontoensurethatallstudentscontinuetoachievebymovingforwardintheirlearning.(Garrison&Ehringhaus)

Formativeassessmentorsummativeassessment?Theessenceofformativeassessmentisthatundertakingtheassessmentconstitutesalearningexperienceinitsownright.Incontrast,summativeassessmentisnottraditionallyregardedashavinganyintrinsiclearningvalue.Whilstsomeelementsofassessmentmaygenerateagreaterformativelearningexperiencethanothers,itcanbearguedthatallformsofassessmenthavesomeformativeelement.Studentsundertakingadegreecoursewhereassessmentconsistsonlyofendofmoduleunseenexaminationswillovertheperiodofthecourseimprovetheirexaminationtechnique.Thisisaformativelearningexperience.Perhapsinsteadofbecomingoverlyconcernedwithwhetheranassessmentisformativeorsummativeinnatureitmaybebettertoseevarioustypesofassessmentasacontinuumoftheformativelearningexperience.

(East)形成性評估在

《教學(xué)要求》中的實現(xiàn)基于計算機和課堂的英語教學(xué)模式

使用說明：英語聽、說、讀、寫、譯等教學(xué)活動可以通過計算機來進(jìn)行，也可以通過教師的課堂教學(xué)來進(jìn)行，實線箭頭表示以某種教學(xué)環(huán)境為主，虛線箭頭表示以某種教學(xué)環(huán)境為輔。具體來說，“聽”的訓(xùn)練主要在計算機網(wǎng)絡(luò)環(huán)境下進(jìn)行，輔之以課堂教學(xué)；“說”和“讀”的訓(xùn)練既要在計算機網(wǎng)絡(luò)環(huán)境下進(jìn)行，又要有課堂教學(xué)；“寫”和“譯”的訓(xùn)練以課堂教學(xué)為主，以在計算機網(wǎng)絡(luò)環(huán)境下的教學(xué)為輔。在教學(xué)過程中，教師是教學(xué)活動的組織者，教學(xué)管理由教務(wù)處、教師和計算機管理軟件來實施?；谟嬎銠C的英語學(xué)習(xí)過程使用說明：新生入學(xué)后參加基于計算機的“初始測試”，以確定各自起始學(xué)習(xí)級別，如一級、二級或三級。教師根據(jù)學(xué)生測試結(jié)果通過管理系統(tǒng)為每位學(xué)生定級、設(shè)定賬號后，學(xué)生可根據(jù)教師的安排開始“學(xué)習(xí)課程”。當(dāng)學(xué)習(xí)進(jìn)行到一定時候（各?？勺约涸O(shè)定學(xué)時數(shù)），可參加由教師設(shè)計的網(wǎng)絡(luò)“單元測試”，如果“合格”就自動進(jìn)入下一單元的學(xué)習(xí)，如果“不合格”就返回到本單元重新學(xué)習(xí)，直至考核合格。當(dāng)“已學(xué)到應(yīng)該接受輔導(dǎo)的單元”時（可以是幾個單元的學(xué)習(xí)后），學(xué)生應(yīng)“接受面授輔導(dǎo)”。在教師為特定學(xué)生進(jìn)行個性化的面授輔導(dǎo)之后，可通過口試或筆試來檢測其上機學(xué)習(xí)的效果，然后決定學(xué)生是否“輔導(dǎo)通過”。如果“通過”，學(xué)生則“繼續(xù)學(xué)習(xí)”下一階段的內(nèi)容。如果“沒有通過”，教師則根據(jù)情況要求學(xué)生返回某一單元重新學(xué)習(xí)，直至通過老師的面授輔導(dǎo)。學(xué)生英語能力自評/互評表使用說明1、《學(xué)生英語能力自評/互評表》細(xì)化和列舉了一般要求、較高要求和更高要求中的各項語言技能，可以幫助教師更好地理解不同層次的教學(xué)要求，在教學(xué)中增強針對性。教師還可以根據(jù)本校的大學(xué)英語教學(xué)大綱，補充或調(diào)整有關(guān)的微技能。2、在教學(xué)開始時，教師向?qū)W生介紹自評/互評表中各項微技能，幫助學(xué)生了解教學(xué)要求。3、教師定期要求學(xué)生進(jìn)行自評和互評，通過評估，幫助學(xué)生了解自己對語言微技能的掌握情況，及時調(diào)整學(xué)習(xí)行為。4、學(xué)生在自評/互評表右面的“評價”欄中對自己或同學(xué)的英語能力做出評估，能夠做到的打鉤（）。根據(jù)自評或互評的結(jié)果，參考下表中的提示，對下一階段的學(xué)習(xí)作出相應(yīng)安排。

學(xué)生自評(互評)表.docReferencesAmes,C.(1992).Classrooms:Goals,structures,andstudentmotivation.JournalofEducationalPsychology,84(3):261-271.Bangert-Drowns,R.L.,Kulick,J.A.,andMorgan,M.T.(1991).Theinstructionaleffectoffeedbackintest-likeevents.ReviewofEducationalResearch,61(2):213-238.

Black,P.,andWiliam,D.(1998a).Assessmentandclassroomlearning.AssessmentinEducation,5(1):7-74.Black,P.andWiliam,D.(1998b).Insidetheblackbox:Raisingstandardsthroughclassroomassessment.PhiDeltaKappan,80(2):139-148.Duschl,R.D.andGitomer,D.H.(1997).Strategiesandchallengestochangethefocusofassessmentandinstructioninscienceclassrooms.EducationalAssessment,4(1):37-73.East,R.Formativevs.SummativeAssessment

http://www.ukcle.ac.uk/resources/assessment/formative.htmlElawar,M.C.,andCorno,L.(1985).Afactorialexperimentinteachers'writtenfeedbackonstudenthomework:Changingteacherbehavioralittleratherthanalot.J