形成性评价在非英语专业听力教学中的应用-研究.pdf

Abstract Based on humanism, constructivism, and multi-cognitive, formative assessment continues to explain the nature of teaching, reveals the key to classroom teaching, considers the needs of students, and promotes independent learning. When applied to classroom teaching, it provides the necessary information for real-time adjustment of teaching and learning. In this sense, formative assessment allows teachers and students to understand the learning situation, and make timely adjustments to ensure that the students have time to achieve the targeted learning objectives. Weaknesses and problems of the traditional assessment system appeal to the advocacy of formative assessment, and it has become one of research focus in language learning and teaching in China over the past ten years. The present study is based on a program in GanSu United University. It was aimed to improve the assessment models in students’ English listening learning by adopting formative assessments in the process of their learning on the basis of experiment. The experiment was carried out to two classes of freshmen in 2011. In the experimental class, formative assessment was adopted, while in the other controlled class, the traditional summative assessment was employed. The research questions to be addressed are: 1) Do non-English majors improve the English listening achievement through formative assessment? 2) Do non-English majors get better listening comprehension ability through formative assessment? 3) Do non-English majors become more interested in English listening through formative assessment? Classroom observation, questionnaires, portfoli