文献类型：期刊文献

中文题名：大学英语听力教学应用形成性评估的实证研究

英文题名：An Empirical Study of Applying Formative Assessment to College English Listening Comprehension

作者：饶小飞[1];季频[2];常亚青[2]

机构：[1]华东理工大学外国语学院,上海200237;[2]华东理工大学图书馆,上海200237

年份：2012

卷号：10

期号：4

起止页码：72

中文期刊名：英语研究

外文期刊名：English Studies

语种：中文

中文关键词：大学英语听力教学;形成性评估;学习目标;学习证据;交互性反馈

外文关键词：college English listening comprehension; formative assessment; learning objectives; learning evidence; interactive feedbacks

摘要：在分析罗伯特.加涅"学习信息处理模式"基础上,笔者构建了三维的形成性评估教学模式,包括确立可实现可评估的学习目标,系统性多维度收集学生学习证据和及时向师生提供交互式反馈以促进教学。为期一年的英语听力教学实证研究表明,形成性评估有助于提高学生的听力技能。笔者认为,应进一步完善大学英语教学的评价体系,推进课程教学改革。
The paper addressed the status quo of College English evaluating system and divulged the major problems that cast negative impacts on College English teaching and learning.Based on Robert M.Gagné＇s Learning Information Processing Model,the researchers developed a three-phase model of formative assessment,including,1）identifying obtainable learning objectives that are assessable,2）collecting students＇ learning evidence that is systematic and multi-dimensional,and 3）providing interactive feedbacks timely to teachers and students in an interactive endeavor.A one-year empirical study was conducted to verify the effectiveness of formative assessment in promoting students＇ competence in College English listening comprehension.The researchers argue that more research work should be done to establish a sound evaluating system to strengthen College English Curriculum Reform.