摘要
在充分发挥传统评估体系优势的基础上,通过有效运用形成性评估工具,尝试性地构建了公众英语演讲课程的评估体系;同时,针对选修该课程的56名非英语专业本科生设计和实施了为期16周32个学时的教学实验,并运用实验班与控制班对比的方法进行了研究。定量研究结果显示,新构建的评估体系对提升学生整体英语演讲能力有显著的影响,突出体现在学生的英语演讲技巧方面;同时,学习日志、调查问卷与访谈等定性数据也证明了该评估体系的有效性。
In this paper, the authors developed a tentative model for assessing EFL learners＇ public speaking competence by incorporating effective formative practice with traditional summative assessment. An explorato13~ study was carried out in an EFL public speaking course which took two hours per week for sixteen weeks. Fifty- six participants in the course were randomly divided into two groups： an experimental group with the application of the new assessment model and a control group with the traditional assessment model. The correlated data anal- ysis indicates that the learners in the experimental group demonstrated significantly better performance in public speaking, particularly in terms of their delivery skills. The analysis of learning journals and post-experimental surveys also shows learners＇ positive perception of the new assessment model.
出处
《北京邮电大学学报（社会科学版）》
2012年第5期112-118,共7页
Journal of Beijing University of Posts and Telecommunications(Social Sciences Edition)
基金
教育部人文社会科学研究一般项目(12YJA740052)
北京邮电大学青年科研创新计划专项项目
关键词
终结性评估
形成性评估
大学英语
公众英语演讲
summative assessment
formative assessment
college English
English public speaking
