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Abstract：The implementation of formative assessment enriches and extends greatly the existing English teaching assessment methods and fosters learner autonomy. This thesis tries to explore the strategies on implementation of formative assessment in college English pedagogy based on the textbook of New Horizon College English. Implementation of formative assessment is proposed from two perspectives: inside classroom and outside classroom.
Key words：Strategies; Formative assessment; College English
1、 Definition of formative assessment
Formative assessment was put forward with summative assessment by Scriven (1986) and later was introduced into the educational circles. Gipps (1994) defines formative assessment as a process of appraising, judging or evaluating students’ work or performance to shape and improve students’ competence. Hedge (2002) defines it as a process of “keeping track of the learners’ progress as it happens and identifying ways of helping it along” with its focus on the process of learning[1]. Paul Black (1995) holds that five elements are included in formative assessment.
(1)The identification by teachers and learners of learning goals, intentions or outcomes and criteria for evaluating the achievements.
(2)Rich conversations between teachers and students that continually build and go deeper.
(3)The provision of effective, timely feedback to enable students to advance their learning.
(4)The active involvement of students in their own learning.
(5)Teachers responding to identified learning needs and strengths by modifying their teaching approaches.
Formative assessment is of great significance to improve students’ both English achievement and learner autonomy [2].
2、The Implementation of Formative Assessment in College English Pedagogy
2.1 Inside classroom
Intensive reading practice was based on the textbook New Horizon College English, which was made up of two periods per week with one unit task finished within four periods. For each unit the teacher only taught for one period, and eight groups of students were assigned reciprocal teaching tasks to complete the unit. Students and teachers gave assessment on the performance for each team with Intensive Reading Assessment Forms.
Oral activities were conducted in two periods every other week with one unit task finished within every two periods and teaching materials were not fixed, but collected from various sources. The two periods gave students sufficient chances to practice oral English. After the activities, students and teachers gave assessment to each team with Oral Practice Assessment Forms. Writing practice was assigned every other week when one unit of intensive reading was fulfilled. Some students’ compositions were checked out by teachers. Then we gave feedback to them and instructed them to assess compositions of their peers.
Strategy lectures were delivered to students according to their needs three times a semester. Each lecture lasted for two periods concerning almost every aspect of language learning. Lectures focused on the strategy instruction would assist students in handling difficulties in situational learning conditions.
Tests were given on a regular basis. Students were encouraged to learn from peers through checking others’ works. All the results of tests would be recorded by the teacher for both documentation and reflection.
2.2 Outside classroom
Online learning was conducted outside classroom on the website http://english.dlut.edu.cn/ where a rich resource of language materials were listed corresponding with the textbook New Horizon College English. Some online learning activities were administrated and assessed by teachers in the Course Management Zone.
Portfolios were composed of Study Plans and Learning Logs, both of which were in the form of assignment kept in the Homework Assignments in the online learning space. Study plans were written every other week by filling out the posted form in the editor window on the Internet. As for the Learning Log, it’s in the form of letter and written out every month.
Interest groups among students were organized at the very beginning of the semester. They covered almost any possible interest. Also groups could cooperate with one another to hold activities together and teachers would like to provide platform for them to demonstrate their abilities by inviting their activities into classroom.
Tutorial class was held every other week. All the problems would be recorded in the Tutorial Record Sheet and be carefully considered by teachers afterwards as valuable material reference to adjust further pedagogical plans.
3、Conclusion
Formative assessment should be conducted by teachers in college English classes in a reasonable and constructive way, so that students can not only benefit from the lecture they learn right now, but also can be more active and autonomous in their future study.
参考文献
[1]Hedge T. 2002. Teaching and Learning in the Language Classroom. Shanghai: Foreign Language Education Press.
[2]任欢欢、赵敏.英语教学中形成性评价与学生自主学习的发展[J].《佳木斯教育学院学报》,2012.02.
Key words：Strategies; Formative assessment; College English
1、 Definition of formative assessment
Formative assessment was put forward with summative assessment by Scriven (1986) and later was introduced into the educational circles. Gipps (1994) defines formative assessment as a process of appraising, judging or evaluating students’ work or performance to shape and improve students’ competence. Hedge (2002) defines it as a process of “keeping track of the learners’ progress as it happens and identifying ways of helping it along” with its focus on the process of learning[1]. Paul Black (1995) holds that five elements are included in formative assessment.
(1)The identification by teachers and learners of learning goals, intentions or outcomes and criteria for evaluating the achievements.
(2)Rich conversations between teachers and students that continually build and go deeper.
(3)The provision of effective, timely feedback to enable students to advance their learning.
(4)The active involvement of students in their own learning.
(5)Teachers responding to identified learning needs and strengths by modifying their teaching approaches.
Formative assessment is of great significance to improve students’ both English achievement and learner autonomy [2].
2、The Implementation of Formative Assessment in College English Pedagogy
2.1 Inside classroom
Intensive reading practice was based on the textbook New Horizon College English, which was made up of two periods per week with one unit task finished within four periods. For each unit the teacher only taught for one period, and eight groups of students were assigned reciprocal teaching tasks to complete the unit. Students and teachers gave assessment on the performance for each team with Intensive Reading Assessment Forms.
Oral activities were conducted in two periods every other week with one unit task finished within every two periods and teaching materials were not fixed, but collected from various sources. The two periods gave students sufficient chances to practice oral English. After the activities, students and teachers gave assessment to each team with Oral Practice Assessment Forms. Writing practice was assigned every other week when one unit of intensive reading was fulfilled. Some students’ compositions were checked out by teachers. Then we gave feedback to them and instructed them to assess compositions of their peers.
Strategy lectures were delivered to students according to their needs three times a semester. Each lecture lasted for two periods concerning almost every aspect of language learning. Lectures focused on the strategy instruction would assist students in handling difficulties in situational learning conditions.
Tests were given on a regular basis. Students were encouraged to learn from peers through checking others’ works. All the results of tests would be recorded by the teacher for both documentation and reflection.
2.2 Outside classroom
Online learning was conducted outside classroom on the website http://english.dlut.edu.cn/ where a rich resource of language materials were listed corresponding with the textbook New Horizon College English. Some online learning activities were administrated and assessed by teachers in the Course Management Zone.
Portfolios were composed of Study Plans and Learning Logs, both of which were in the form of assignment kept in the Homework Assignments in the online learning space. Study plans were written every other week by filling out the posted form in the editor window on the Internet. As for the Learning Log, it’s in the form of letter and written out every month.
Interest groups among students were organized at the very beginning of the semester. They covered almost any possible interest. Also groups could cooperate with one another to hold activities together and teachers would like to provide platform for them to demonstrate their abilities by inviting their activities into classroom.
Tutorial class was held every other week. All the problems would be recorded in the Tutorial Record Sheet and be carefully considered by teachers afterwards as valuable material reference to adjust further pedagogical plans.
3、Conclusion
Formative assessment should be conducted by teachers in college English classes in a reasonable and constructive way, so that students can not only benefit from the lecture they learn right now, but also can be more active and autonomous in their future study.
参考文献
[1]Hedge T. 2002. Teaching and Learning in the Language Classroom. Shanghai: Foreign Language Education Press.
[2]任欢欢、赵敏.英语教学中形成性评价与学生自主学习的发展[J].《佳木斯教育学院学报》,2012.02.