摘要
作为一种课堂学习的形成性评价工具,评估准则能够高效、快捷地反应学生的学习状况,及时反馈在学生学习过程中存在的问题,对促进教师教学方法以及学生学习方法的转变,起着很好的推动作用。本文分析了评估准则的设计方法,以《基础英语》课程为例,设计在课堂教学中对词汇学习、演讲的他评及自评的分析型评估准则,以及学生互评的整体评估准则,并分享如何运用这些评估准则对学生进行形成性评价,试图在分析这些评估准则的设计与使用的基础上,为高校英语课堂形成性评价在工具上的更新提供一些思路。
As a tool of formative assessment in class learning, rubrics can reflect study status quo of college students effectively and quickly. It can also respond the problems while students＇ learning and facilitate to renovate the methods of teaching and learning timely. Taking Integrated English course as an example, this paper analyzes the method of how to design a rubric, and then introduces three rubrics, two for analytical rubrics and one for holistic rubric. By explaining these three rubrics of a rubric for vocabulary study and a rubric of presentation, it illustrates how to use these rubrics for teacher assessment and student self assessment, as well as for peer assessment. At the same time, based on these designing and implementing, it tries to show the effectively use these rubrics for students＇ formative assessment. It hopes to offer some views for creating some portable tools of formative assessment in College English classroom teaching and learning.
出处
《大学英语教学与研究》
2018年第2期7-11,共5页
College English Teaching & Research
基金
陕西省教育科学"十三五"规划2016年度课题"基于多模态符号理论的英语专业学生自主学习能力实证研究"(编号:SGH16H225)
西安培华学院2017年度教育教学改革研究项目"应用型本科<基础英语>课程课堂教学模式的创新性研究与实践"(编号:PHY1726)的成果之一
关键词
评估准则
形成性评价
英语课堂教学
rubrics
formative assessments
English classroom teaching and learning
