ative Assessment English on Reading Teaching in Senior Middle School.doc

毕业论文（设计）Formative Assessment English on Reading Teaching in Senior Middle School1. Introduction22. Research background32.1 The limitation of present classroom assessment32.2 The requirement of English New Curriculum Criteria on assessment42.3 The significance of reading teaching53 The present research of formative assessment63.1 The development of formative assessment63.2 The definitions of formative assessment73.3 Classroom assessment in comparison83.4 Goals and principle of formative assessment103.5 Types of Classroom formative assessment113.5.1 Self-assessment113.5.2 Teachers Assessment123.5.3 Collaborative Assessment123.6 Methods of Formative classroom assessment133.6.1 Observation in classroom133.6.2 Portfolios133.6.3 Conferences153.6.4 Journals, questionnaires and interviews154 Formative assessments in reading teaching164.1 Experiment aims164.2 Subjects164.3 Experiment process164.4 Data collection and analysis194.5 Implication and suggestions224.5.1 Teachers roles224.5.1.1 Teachers as diagnosticians224.5.1.2 Teachers as trainers234.5.1.3 Teachers as coaches234.5.1.4 Teachers as coordinators244.5.2 The effects on students learning interest245. Conclusion25References26Appendix271. IntroductionIt is well known that English teaching plays a very important role in the school education. The last two decades have witnessed a marked increase in English teaching as a foreign language in lots of countries. In order to meet the need of our nations development, we must reform our English teaching methods.Not only Chinese teachers but also the teachers of other countries or areas are trying to find a best way to teach foreign languages. Plenty of scholars and teachers focus on teaching assessment, calling for reform of it. They figure out that if they dont change their assessment process and methods, they cannot meet the need of the nations development. Various classroom assessment methods can promote reflection on both the quality of teaching and the students learning performance as a means to develop and improve them constantly (see Genesee & Upshur, 2001:5). It has been years since exams were regarded as the only way of assessing students knowledge of English. Nowadays, the EFL teaching and learning has shifted from the structural teaching approaches to communicative, humanistic and learner-centered approaches. A new classroom assessment should be used in daily teaching. The assessments which education needs should not pay close attention to the scores the students get, but their daily performance in learning, their effort in learning and how much progress they have made. In a general word, the new assessment focuses on students learning process. 2. Research backgroundAssessment in education is the process of gathering, interpreting, recording, and using information about students responses to an educational task (see Harlen, Gipps, Broadfoot, & Nuttall, 1992). 2.1 The limitation of present classroom assessmentWhat is the current assessment situation in China? Most Chinese teachers are mainly using the same kind of assessment method. Luo Shaoxi (2003: 2) pointed out that the traditional education assessment (summative assessment) lays stress on result more than process; the summative assessment pays attention to knowledge more than quality, and gives priority to selection more than encouragement. Traditional assessment has a basic assumption. That is: only a few students have high marks while the majority remain at the medium or bottom level. Only a small number of students are encouraged and they can experience the pleasure of success. According to the students grades, they are divided into good, ordinary and bad group. Students are usually graded on a system of 0 to 100: mark 90-100 is the best, and mark below 60 means complete failure. But we know that the grades cannot tell exactly how well the students are learning the language and how much they are making progress, for grades can be affected by many factors, such as surroundings, timely mood, nervousness or healthy condition, weather situation, etc. Most of the teachers in senior middle schools carry out a system of summative assessment, which takes place at the end of a term, grade or a course of study, and it is focused on the mastery of discrete language points and linguistic accuracy. At the same time, many senior middle school students are not good at English learning. They have experienced lots of failure in English education. As a result, more and more students lose their interest in studying English, and become less confident in EFL learning because of their low level of English knowledge and poor scores in tests, which make them feel anxious. They do not show positive attitude or motivation towards EFL learning when they act passively in English class, which leads to worse grades at next test. Such kind of assessment has caused great anxiety in students.2.2 The requirement of English New Curriculum Criteria on assessmentThe standards of English Curriculum clearly defined that the important objective in English teaching is to motivate students interest of study, their learning attitudes and strategies, and their cultural consciousness. In the course of teaching, a teacher should encourage students to learn by themselves, facilitate them to communicate with others, motivate their creative thinking and help them build up scientific values. It will be difficult to arrive at these goals without changing the traditional way of assessment.The requirement for foreign language teaching in senior middle school is student-centre. It is to motivate and develop students interest in learning English; to have students build up their confidence; to have students get into the habit of study and effective learning strategies. It requires teachers should help students to develop their own learning skills and motivation to cooperate. Teachers should get students to have basic knowledge of English with skills in listening, speaking, reading and writing. English education should foster students motivation to observe, memorize, think, imagine and create. Teachers should help students to understand the world and the cultural differences. Education should cultivate students patriotic spirit; and teachers should help their students to form a correct outlook on life and lay a solid foundation for students lifelong studies and developments. Assessment and evaluation is an important component of the new curriculum. Assessment should be carried out according to the requirements of the curriculum standards, focusing not only on the results but also on the process of learning. 2.3 The significance of reading teachingThe purpose for learning English in China has changed in recent years. China now has more contacts abroad, in education, culture, trade and the professions. Language is a means of communication. Learning English is not only to understand cultures of foreign countries, but also to master a tool of communication with other countries in order to exchange advanced scientific technology. So communication is the ultimate goal of foreign language learning and teaching. Reading may be the most familiar to our Chinese learners of English. In a way, we learn English mainly through reading. Reading is the source for students to get language nutrition (language sense, vocabulary, useful expressions, information, structure, oral materials, written samples, etc.). Among the four kinds of language skills, reading is the basic of listening, speaking and writing. Most teachers found that if a person is poor in reading, undoubtedly he is also poor in listening, speaking and writing. Reading helps to improve the other language skills. Reading materials take the largest proportion in the textbook of middle school. Especially, reading covers one third of the total score in NMET (National Matriculation English Test). 3 The present research of formative assessment3.1 The development of formative assessmentIt was M.Scriven (1967) who for the first time put forward to the notions of formative assessment and summative assessment in his paper of The methodology of Evaluation. He referred to the so-called formative assessment as an assessment carried out in the process of teaching and learning so as to improve curriculum teaching. He argued that evaluation had become too dependent on the routines and rituals of testing. The recent years have seen the widespread employment of new modes of thought on assessment and books on assessment came out one after another. Classroom-based Evaluation in Second Language Education by Genesee and Upshur (2001: 35) provides a framework for understanding both the nature and the processes of second language assessment and evaluation. The authors present an accessible and practical guide to developing and conducting reliable and valid assessments in language teaching, discussing a wide range of both formal and informal evaluation techniques to improve second language teaching and enhance the success of second language learning. “The Portfolio as Powerful Learning Tool by E.A.Herbert offers a practical and imaginative approach for using portfolio with elementary level students and shows how the portfolio process can serve as a powerful motivational tool by encouraging students to assess their own work, to set goals, and to take responsibility for future learning” (cited in Janice, 1987:147). These works elaborate language classroom assessment and portfolio assessment. Nowadays, the objective of learning in the foreign language classroom has changed from language form to language use and language development (see Janice, 1987:147). The main purpose of assessment is to promote learning, to build confidence, and to develop students understanding of themselves as learners.In summary, formative assessment has enjoyed enormous popularity over the last decade. Much work has already been done in providing examples of portfolios, student portfolio, progress cards and interview techniques, etc.3.2 The definitions of formative assessment Assessment, which is intended to enhance teaching and learning, is called formative assessment. Different definitions of it given by different scholars are as follows:“Formative assessment is defined as the process used by teachers and students to recognize and respond to students learning in order to enhance that learning, during the learning process”(Cowie & Bell,1996:4).“Formative assessment has been defined as the process of appraising, judging or evaluating students work or performance and using this to shape and improve students competence”(Gipps,1994).According to Black and William “Formative assessment include all those activities undertaken by teachers, or by their students, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged” (1998).All these definitions emphasize that assessment is formative in its function only when action is taken to improve students learning, that formative assessment includes the involvement of both teachers and students and that formative assessment includes the notion of feedback, that is, “any information that is provided to the performer of any action about that performance”(Black & William,1998).3.3 Classroom assessment in comparisonUntil the 1960, the focus of assessment in applied linguistic was on summative assessment, productoriented evaluations. Summative assessment was first coined by Scriven (1967) and at the same time he also coined the term “formative assessment”.Formative assessment refers to assessment that provides information to students and teachers that are used to improve teaching and learning. These are often informal and ongoing.“Summative assessment refers to the cumulative assessment, usually occurring at the end of a unit or topic coverage that intends to capture what a student has learned, or the quality of learning, and judge performance against some standards. We often think of summative assessment as traditional objective test” (Luo Shaoxi, 2003: 7).Table 2: Distinguishable Features between Formative Assessment and Summative AssessmentClassroom Assessment in ComparisonDimensionTraditional AssessmentPerformance AssessmentPurpose of TestSummative: Teacher wants to find out what the students can remember about the course material so that a mark can be determined. It lets the teacher “ sum up ” what the students have learned, or to make judgmentsFormative: Teacher wants to find out what the students understand about the course material so that instruction can be improved. It lets the teacher “form” a better opinion of what the students have learned, or to make diagnosesFocusProduct of instructionProcess of instructionTeacher-made assessmentStudent-made assessmentMemorization is importantCritical thinking is importantSingle or narrowMultiple or broadQuantity over qualityQuality over quantityTest itself is not a learning activityTest itself is a learning activityFeedbackMarks based on test are finalQuick results but less completeMarks based on task are not final but evolvingSlow results but more completeTest TaskInvolves written work Often involves non-written workUses paper, pen or pencilUses multimediaNon-realistic tasksAuthentic tasksFormal assessmentInformal assessmentClassroomManagementIntrusive (interrupts class routines)Integrated (part of class routines)One chance for students to show what they have learnedMany chances for students to show what they have learnedRevision and improvement missingRevision and improvement presentAids during tests are few or noneAids during tasks are many Test ResultsNorm (students are measured against another, larger group of what are considered to be normal test-takers)Criterion (Students are measured against specific things that are considered to be important or desirable to learn)Decision-makingTeachers and administrators decide design of assessmentStudents and parents assist in design of assessmentAssumptionsStudents learn best when they are held accountable Students learn best when they are given the chance to grow(Luo Shaoxi, 2003: 7)3.4 Goals and principle of formative assessmentComparing to the traditional assessment, the formative assessment focuses on the learning process, not only on test results. The teachers may collect feedback during the teaching process and they can get the information how well their students are learning and what they are being taught. The assessment process depends on the interaction of the teachers and the students, not on the setting of the program. The goals of classroom assessment as followings: Classroom assessment must promote students learning interest and foster students learning autonomy. It must record and strengthen students learning ability and utilize learning strategies. Classroom assessment must increase students ability of cooperation and communication and develop students sense of cooperation through self-assessment and collaborative assessment. Some others researchers also defined the goals of the classroom assessment. First of all, classroom assessment must focuses on students needs and abilities. Secondly, it must focus on community values and students attitudes toward foreign language learning. Thirdly, classroom assessment must focuses on current theories about foreign language teaching and learning. Finally, classroom assessment must focuses on students current levels of proficiency in the target language and teaching abilities.According to ARP (The Assessment Reform Group, UK, 2002), formative assessment should focus on cultivating confident, self-motivated and life-long learners. And the principles that can guide the teaching are as follows: “First, formative assessment should be part of effective planning of teaching and learning. Second, it should focus on how students learn. Third, it should be recognized as central to classroom practice. Fourth, it should be regarded as a key professional skill for teachers. Fifth, it should be sensitive and constructive because any assessment has an emotional impact. Sixth, it should take account of the importance of learner motivation. Seventh, it should promote commitment to learning goals and a shared understanding of the criteria by which they are assessed. Eighth, it should receive constructive guidance about how to improve. Ninth, it should develop learners capacity for self-assessment so that they can become reflective and self-managing. Finally, formative assessment should recognize the full range of achievements of all learners” (Net. 1).3.5 Types of Classroom formative assessment3.5.1 Self-assessmentSelf-assessment is a vital component in learning. Feedback on assessment cant be effective unless students accept that their work can be improved and identify important aspects of their work that they wish to improve. If students are asked and encouraged to critically examine and comment on their own work, assessment can become more dialogue than monologue, and can contribute powerfully to the educational development of students. 3.5.2 Teachers AssessmentIn most of the assessment methods, teachers play very significant roles, because the students involved assessment must be connected with that of teachers. Classroom assessment respects the autonomy, academic freedom and professional judgment. It is teacher who decides what to be assessed, how to assess and how to respond to the information gained through the assessment. The teachers remarks ought to be brief and specific. It should include the students advantages and shortcomings. And the remarks should be adhered to students assignments so as to gi