形成性评估在公众英语演讲教学中的运用  

An Empirical Study of Applying Formative Assessment to an EFL Public Speaking Course

作　　者：郑春萍[1] 李楚菡[2] 卢志鸿[1] 

机构地区：[1]北京邮电大学人文学院,北京100876 [2]北京大学外语系,北京100871

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

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.

关 键 词：终结性评估 形成性评估 大学英语 公众英语演讲 

分 类 号：H319[语言文字—英语] H311.9