摘要
形成性评价是针对传统总结性评价方式的弊端而提出的。依据形成性评价在大学英语教学中的运用,学生人数在30名左右比较利于实施教学,注重教学过程中记录学生的学习情况,采用出勤、课堂表现、任务展示等多元化的评价方式,通过学生参与自评和建立学习档案让学生见证自己的学习成长。采用这种评价方式,学生可以积极参与到学习中,教师也可以依据学生学习状况不断地调整教学,同时也有助于教师转变为创新型、科研型教师。
Formative assessment is put forward to amend the shortcomings and problems of the traditional sum- mative assessment. The effective formative assessment can be used to enhance student learning. Formative assess- ment provides feedback for both teachers and students so that they can use this information effectively to take appro- priate corrective measures to meet learning needs and improve the teaching quality. When applying the formative assessment in college English teaching, teachers should focus on recording students＇ study, adopt diversified evalu- ation methods, and let students witness their learning and growth through students＇ participation in self-assessment and study portfolio. The use of formative assessment not only let the teachers constantly adjust teaching to students＇ study, also help teachers turn to be innovative and research type teachers; meanwhile, students can also be actively involved in their own learning.
作者
陈彬
CHEN Bin(IEN Institute, Minjiang University, Fuzhou 350108, China)
出处
《洛阳师范学院学报》
2017年第12期73-75,共3页
Journal of Luoyang Normal University
关键词
形成性评价
大学英语教学
运用
formative assessment
college English teaching
application
