在任务型教学中运用评价课堂表现方法的研究

1 / 9 在任务型教学中运用评价课堂表现方法的研究 UsingPerformanceAssessmentinTask-BasedLanguageTeaching 在任务型教学中运用评价课堂表现方法的研究Abstract:AccordingtothebasictheoryoftheTask-BasedLanguageTeaching ，thisessaymainlydiscussesthemethodofUsingPerformanceA,portfolios,conferences,dialoguejournals,multimediaprojects,cartoons,long-termprojects,:performance,assessment,Task-Based,Language,Teaching 摘要：根据任务型教学的基本理论，本文主要探讨在任务型教学的英语课堂中评价学生的方法 ,成绩评价这一工具包括观察，纸张，讨论，日常对话，多媒体设计，卡通，长期计划等，这些工具是衡量学生的成绩和学习。他们可以激起学生的学习英语的兴趣。写下本文以供大家参考。关键词：表现，评价，任务型，教学.IntroductionAre youfamiliarwiththefollowing”?,(oralloftheabove)?e?mostteachers answersar dcategorizethesequestionsintotheTraditionalAssessmenttype,whichistoassessachild 2 / 9 (ELT)assessmentreform,weadvocatePerformanceAssessment,whichisto1)meettheneedsofchildrenwholearninavarietyofmodalities;2)assessachild sabilitytosolveproblems,processinformation,andworkinreal-worldsettings.WorkingDefinitionforPerformanceAssessmentWhatdistinguishesperformanceassessmentfromothertypesofassessments?Accordingtocooper(1997),performanceassessmentsaretaskswhichrequirechildrentode,itappearstobethatstudentsmustperformtasks,becausetheyareperformances,atisreflectiveofthatbehavior,andapplyclearlyarticulatedperformancecriteriainordertomakeajudgmentregardingthelevelofproficiencydemonstratedbythestudents(Pierce&o malley,1992).WhatweuseinperformanceassessmentsinEnglishclassroomsareposters,reports,tasksandprojects,orthecreationofplays(cooper,1997).BymakingEnglishpostersstudentsdemonstratetheircreativityandimaginationinlanguagelearning;Englishreportsshowstudents readingandwritingskills;tasksandprojectsshowstudents abilitiestointegratecontentknowledgeacrosssubjectareas(interdisciplinaryskillsandinquirylearningskills3 / 9 );,makedecisions,apply(theircontentknowledge),communicate,erformanceassessmentsare(a)collaboration:Dostudentsshareinthelearningprocess?(b)context:Aretheobjectivestaughtinmeaningfultasks?(c)real-wordtasks:Aretheyrelevanttoourstudents livesnowandlater?(d)authenticstandards:Dotheymeasurewhatwearereallytryingtomeasure?.PerformanceassessmentandTask-BasedApproachesSecondlanguageperformanceassessmentandtask-basedapproachestolanguageteachingan,(includingstudentinput)intermsofratingcriteria,fnumber,timing,nguageclassroom(Norrisetal.,1998).Taskratersshouldbeappropriateintermsofnumberraters,overallexpertise,rninganddevelopment,breadthofinformationregardinglearnerperformanceabilities,;performanceassessmentsshouldbecombinedwithothermethodsforgatheringinformation(forinstance,self-assessmentsportfolios,conferences,classroombehaviors,andsoforth).:(1985:89);Ataskis“apieceofworkundertakenforoneselforforothers,examplesoftasksincludepaintingafence,dressingachild,fillingoutaform,by task ismeantthehundredandonethingspeopledoineverydaylife,atwork,atplay,andinbetween.”,PlattandWeber(1986:24 / 9 89):Ataskis“anactivityoractionwhichiscarriedoutastheresultofprocessingorunderstandinglanguage()”.(1989:10):Acommunicativetaskis“apieceofclassroomworkwhichinvolveslearnersincomprehending,manipulating,producingorinteractinginthetargetlanguag,beingabletostandaloneasacommunicativeactinitsownright.”(1995):Ataskis“anactivityinwhichmeaningisprimary;thereissomesortofrelationshiptotherealworld;taskcompletionhassomepriority;andtheassessmentoftaskperformanceisintermsoftaskoutcome.” sSchool:Thetask-basedapproachaimsatprovidingopportunitiesforthelearnerstoexperimentwithandexplorebothspokenandwrittenlanguagethroughlearningactivitieswhicharedesignedtoengagelearnersintheauthentic,practicalandfunctionaluseoflanguageformeaningfulpurposes.ApplyingPerformanceAssessmentinTask -basedlanguageteachingInaperformanceAssessmentandtask-basedlanguageteaching,theteache,studentsperformtheirbest,assesstheirowngrowth,feelthattheiropinions,ideas,eteacherwithamorerealisticpictureofthestudents capabilities(Glazer&Brown,1993).Itistheteacher sresponsibilitytoprovideanapprortaking,theteachersh5 / 9 ouldobservethestudents;behaviorasitnaturallyoccursintheclassroomorinaparticularsettingcreatedforaspecificperformance(Airasian,1994).Students performancesandotherfolearning,here sasix-stepplanfordevelopingtask-basedassessment: ,discipline-basedcontentandskillsthatstudentsareexpectedt,unequalaccesstoresourceormaterials,:a)authentic,real-worldtasks;b)interdisciplinarytasks;c),thecontentcovered,theworkandrolesinthetask,thematerialsinvolved,theratingsystem,etaskisteachable,credible,/learningthebasicandinitialpointoforganizationistheTASk:classworkisorganizedasasequenc4eoftasks,anditistasksthatgeneratethelanguagetobeused,intask-basedlanguageteaching/learningwhatteachersaskstudentsisthattheycarryoutaseriesoftasks,f/signedwithappropriatethemes(theme-learning).Ifnecessary,eachtaskdescriptionincludesapromptanddescriptionsofwaystovarythetaskdifficultybymaking(linguistic)code,cognitivecomplexity,andcommunicativedemandhighorlow(Norrisetal,1998).T ,whichis“concernedwithtraditionalareasofsyntacticandrange”(Norris,:).,whichisaffectedbybothcognitiveprocessing(thelearnerhastoactivelythinkthro6 / 9 ughtaskcontent)-madeorprepackagedsolutions(Norris,:).,whichincludestimepressure,modality(reading,writing,speaking,orlistening),scale(numberofparticipantsorrelationshipsinvolved),stakes(eitherloworhigh,dependingonhowimportantitistodothetaskandtodoitcorrectly),andcontrol(howmuchlearnerscan“control”orinfluencethetask)(:).ThesetaskdifficultyfeaturescomprisetheabilityrequirementsandtaskcharacteristicinherentinagivenL2task(:).SomeRewardsofPerformanceAssessmentThroughperformanceassessmentintask-basedlanguageteachingandlearning,studentsaremorelikelytofeelownershipovertheirlanguagelearning,resultitorstudentsdailyprogressasoften.FactorsThatAffectTask -BasedAssessmentPracticalityInimplementingtask-basedassessment,weshouldtakethefollowingfactorsintoconsideration:1)timeandeffort;2)teacherdevelopment;3)publicacceptance;4)cost;5)allparties (students,teachers,parents,communities,authorities,etc.)willingnesstocooperate,Itistimeandeffortconsuming,andhavetoputspecialefforttodesigntasksandactiv,teachersneedtodevelopthemselvesandequipthemselveswithskirthemajorityofpeoplebeliev3ethatstudentsgotosc7 / 9 hooltolistentoandlearnfromtheteachers-ifthestudentsaredoingallthework,whatdotheteachersdo?Theydon trealizetheteachers effortindesigningtheactivitiesthatwillbringouttheirchildren spotentialse,for,intheendstudent languagecompetenceandproficiencygrow,theyareabletotakeanyexamination.EthicalGuidelinesDuringtheclassroomperformanceassessment,teachersshouldbeawareofthebasicrightsofstudents:confidentiality,privacy, achievement,progress,(Adaptedfromjerosky,1997:13):Teachersareresponsiblefortheco:Generallyassessmentshouldnotrequirethedisclosureofsensitiveinformat:Anystudentaffectedbytheassessmenthastheright:Throughoutassessmentactivitiesinvolvingmembersofaclass,participants,iftheassessmentrequiresthatstudentsareselectedfromalargegroup,theselectionprocessshouldbebasedinfaircriteria. Howtousingperformanceassessmentintask-basedteachingPerformanceassessmenttoolsmeasureastudentperformanceand/orlearningwithinthecontextitwaslearnedandwillbeperfo,portfolios,conferences,dialoguejournals,multimediaprojects,cartoons,long-termprojects,totheincorporationoftheresultstheprovideint8 / 9 ostudents eepingofobservationsocumedlearningprocesses;aboutstudents educationalbackgroundsandexperiences;theirattitudes,goals,: steachingperformanceandastudent slea,community,parentsandstudentsthemselves,studentbehavior,studentattitudestowardsschoolsorthemselves,studentgoalsandneedsconcerningtheoutcomesofforeignlanguagelearning,studentwordinghabits,learningstylesandstrategi,togeneralize,torecontextualize,attheheartofanintegratedteaching,learning,“picture“ofw:GuidelinesandExamplesTheme:DinneratarestaurantThis(common)themecouldposeeffectivecircumstancesforelicitingperformancesonnumerousrelativelylow-leveltasksthatrequireacertainamountofpragmatic,strategic,andquiteacertainamountofpragmatic,strategic,andformalknowledge/,partsofamenu,andthetippingsystemin