论文总字数：29652字

摘 要

评价是英语教学的重要组成部分。2001年版英语新课程标准中指出“在英语教学过程中应以形成性评价为主，注重培养和激发学生学习的积极性和自信心”,而目前在小学阶段关于形成性评价的应用还很有限。形成性评价促进学生从被动接受评价转变为评价的主体和积极参与者，有利于提高其学习兴趣。本文通过理论联系实际，并以小学英语教材ticking time板块的教学为例，具体说明形成性评价在实践教学中的应用。文章最后提出了小学英语教学中应用形成性评价的原则，旨在提高学生英语学习的兴趣和主动性，进而提高其语言学习的应用能力。同时也期望广大师生能重视ticking time板块的教学，更好地运用形成性评价的优势，激发学生学习英语的积极性。

关键词：形成性评价；小学；ticking time板块

Contents

1. Introduction 1

2. Literature Review 2

3. Criteria of Formative Assessment 5

3.1 Language Knowledge 5

3.2 Language Skills 6

3.3 Emotional Attitude 7

3.4 Cooperative Spirit 7

3.5 Independent Learning Ability 8

4. Effective Teaching of Ticking Time 8

4.1 Adjustment and Guidance 9

4.2 Dissection and Integration 9

4.3 Standard Set and Promotion 10

4.4 Dimensional Expansion and Diversity 12

5. Conclusion 12

Works Cited 14

1. Introduction

From ancient to modern time, people consider assessment as a result, in other words, the end, which is common but not scientific. According to Education Assessment and Census, a book wrote by Zhou Qian, it says “No assessment, no education; no scientific assessment, no efficient education; no scientific assessment which involves advanced technology, no modernized education.” From which people can notice that assessment plays an indispensable role in education. According to Benjamin Bloom，formative assessment is not only an important way to improve teaching, get good learning results，and then form a good teaching plan，but also an important way to improve students’ learning strategies and develop their learning talents．Paul Black and Dylan William’s research also shows that formative assessment can improve learning. It interprets that broadly assessment including information gathered by teachers and students in the process of teaching and learning activities can be used to diagnose and adjust next teaching and learning activities (Sun Li,2012: 5)．Therefore，in this study, the writer tries to put formative assessment to English teaching and tries to find some good ways of evaluation to improve English teaching and students’ learning ability．

The traditional assessment for teaching and learning is summative assessment．It focuses on the results while ignores the learning process，focuses on knowledge learning while ignores students’ individual characters．The main function of it is to select top students．The newly promulgated English Curriculum Criterion formulated by Ministry of Education in 2002 demands that teachers should take formative assessment as the main assessment．At present，the new curriculum reform is being carried out in the basic education．The basic Education Curriculum Reform (trial) pointed out the need to establish a comprehensive development of evaluation system for students．In the past，the aim of evaluation is to choose and select top students．In the New Reform of Basic Curriculum，it emphasizes that we should establish an assessment system，which can accelerate improvement of each student，help them became self-confidence，and foster creativity and development of potential in the process of helping students recognize themselves and understand the requirements of the development．And the teaching activities，the development of evaluation and the improvement of incentive improve the teaching function and promote the development of students．The new evaluation should play an educational function for students at the same time．From this, it can be seen that the New Reform of Basic Curriculum demands new requirements for evaluation．

During the summer internship, the writer discovered that at the end of every unit in the English teaching material of Yilin new verison, there is always a section named ticking time. This newly added section lists assessment indicators of every unit, such as language knowledge, language skills and learning strategies, which are required to be acquired in emphasis, as well as corresponding level standards in the format of form. As a kind of formative assessment, the section intends to induce students to know self-learning situation of main knowledge of the unit, to experience progress and success, to reflect and regulate self-learning process. Meanwhile, the process is an approach of gaining information about students’ learning situation for teachers so as to improve teaching direction and enhance teaching efficiency. However, in nowadays class teaching, the value of this section has not been fully realized, oppositely, the section becomes a dispensable part which is even omitted in teaching process. For this reason, the essay explores the importance of formative assessment to advocate reasonable methods of teaching ticking time which make full use of the section instead of letting the teaching of the section become a mere formality.

2. Literature Review

The term “formative” was first put forward by American evaluation expert Michael Scriven to describe evaluation process that “ have a role in the on-going improvement of the curriculum” (Scriven,1967: 41)，and was introduced into teaching area by American pedagogical expert Benjamin Bloom. After that, learners at home and abroad have done a large number of researches from various perspectives to search for the features, meanings, necessity and function of formative assessment. In China, education assessment which was usually called “one exam changes one’s whole life” was deeply ingrained before this century. It was until 1990s that appeared works about formative assessment. With a late start of research, the motivation of development is powerful.

Formative assessment evaluates performance, marks and reflected emotion, attitude, strategies of students in everyday learning process, which is made on the basis of constant observation, record and reflection of students’ whole learning process. The task of formative assessment in English learning process is to judge about students’ language development by lots of evaluation means and methods (such as observation, activity records, tests, questionnaires, counsel, interviews, study diaries and study files), thus to assure students’ learning trials and to make continuous assessment about students’ learning procedure.

There are a lot of relevant studies on formative assessment abroad. After Scriven presented formative assessment，Bloom put it into the field of teaching and pointed out that when one mastered the learning and teaching strategies，he can gain achievement obviously．Bachman and Palmer’s research on formative assessment is in the role of testing，which emphasized that formative test can guide students’ learning and help teachers adjust the way of teaching material to meet students’ needs．In contrast, summative assessment only provides students with course results and lacks guidance in the process of teaching and learning．

Darling—Hammon’s Authentic Assessment in Action introduced authentic assessment，new assessment performance，portfolio and product．In language field, there is O’Malley’s Authentic Assessment for English Language Learner, Andrew D. Cohen’s Assessing Language Ability in the Classroom and Genesee and Upshur’s Classroom--based Evaluation in Second Language Education. These researchers provided detailed introduction and description on both language and English class assessment.

Those studies showed that formative assessment has made a significantly contribution to students’ learning．Some studies by Black and William further showed that the implementation of formative assessment was beneficial to English reading.

Meanwhile, there are some relevant studies on formative assessment at home. Wang Yan，Yan Jiali and Zeng Xu wrote The Application of Formative Assessment in Senior English Task-based English Reading which presented how to use formative assessment in Senior English reading．In Chen Yujie’s A Study on Junior English Teaching Assessment, the writer tried to find the problems in Junior English assessment and to give some suggestions on how to solve the problems．In Sun Huijuan’s Application of Formative Assessment in Junior English Writing, she presented how to apply formative assessment to guide her students to improve writing in junior English learning．Wang Ying’s Using Formative Assessment to Cultivate Student’s Interest in English Learning mainly researched about how to use formative assessment to improve students’ oral English so as to stimulate their interest in English learning．From their studies, most of them concentrated on how to use formative assessment in English teaching and learning，while few of them focus on the ticking time section teaching, which is a special format of formative assessment in primary school. Therefore, in my study, I focused on the application of formative assessment in ticking time section and broaden the research area of formative assessment in listening, speaking, reading and writing.

The advantages of formative assessment can be divided into two main parts. On the one hand, it has integrality, accuracy and expansibility. Formative assessment is through whole teaching and learning process which is both quantitative investigation into cognitive competence and qualitative investigation into students’ non-intelligent factors. Information, which is used for formative assessment is comprehensive and effective, both reflects overview of assessment targets and is consistent with the content which is intended to be tested. Formative assessment applies deals of assessment forms instead of paper-based tests to improve rather than just to prove students’ competence levels. Formative assessment takes students as the main body of assessment, which is beneficial to cultivate students’ sense of participation and self-correct consciousness. The standard of formative assessment is multidimensional. The results of formative assessment, which are presented by word comments or personal communication, reduce metal pressure, language anxiety and passive influence of emotion, which traditional student assessment always causes.

One the other hand, formative assessment acts an important role in motivating students’ learning interests. Formative assessment provides self-improve and self-enhance chances and leaves students enough space which is good for developing students’ learning interests, enforcing students’ learning motivation and confidence so as to pay more attention to the process and enjoy the process. For example, in the “a team of four” activity, students can act the story in textbook out and innovate with imagination. Activities like this often catch students’ eyes. Formative assessment encourages students to do self-assessment and assessment on one another, let them notice self progress and get mates’ praise which are the most powerful motivation of students’ learning.

3. Criteria of Formative Assessment

With reference to the experiment objectives and the English Curriculum Standards，the assessment contents of the students were divided into five parts: language knowledge，language skills，emotional attitude，cooperative spirit and independent learning ability with corresponding standards．

3.1 Language Knowledge

Knowledge is an integral part of language ability. The students should learn and master English language basics，including five aspects: pronunciation, vocabulary, grammar，functions and topics．The students also should master the basic language knowledge, such as voice, vocabulary，syntax，functions and the topic of the contents listed in the PEP Primary English textbooks with the corresponding standards．

Pronunciation：

1. know the wrong pronunciation will affect communication

② know the pronunciation of the letter

③ understand the simple rules of spelling

④ understand the stress of the words

⑤ the voice is clear and the tone is natural

Vocabulary：

① learn about 600-700 words and 50 idioms

② understand the word which is composed of letters

Grammar：

① know the simple and plural forms of nouns

② know the difference of the mainly personal pronouns

③ know verbs in different situations can be changed in the form

④ understand the prepositions that express time and place

⑤ understand the basic form and ideographic function of English simple sentences

Function：

Understand the basic expression of the communicative function，such as，greeting，farewell，thanks，apology，introduction and requests etc.

Topic：

Understand and express the simple information about these topics，such as numbers，color，time，weather，food，clothes，toys，animals and plants，body，personal information，family，school，friends，activities, festivals and so on.

3.2 Language Skills

Language skill is one of the most important part of language communication ability，which includes listening，speaking，reading and writing and the comprehensive ability of the four basic skills. The four basics skills are not only learning content，but also learning means．According to the provisions of the primary English curriculum standards，students’ language skills should achieve the second standard．

Listening：

1. understand the easy and simple words，dialogues and passages

② understand the short stories with the pictures or the help of the teacher

③ understand the simple questions in class

④ understand the classroom English and give the correct response

Speaking：

1. clear pronunciation，correct stress and good tone make short dialogues about familiar people and family information

② use daily English freely (greeting，farewell，apology and acknowledgements)

③ tell and retell short English stories

Reading：

1. read the new words that they learned before
2. spell and read the easy words with the spelling rules
3. understand the short requirements and instructions in the textbook
4. understand the simple information on the greeting cards
5. read and understand the easy stories and passages with the pictures and develop the reading habits

⑥ correctly read the stories or passages learned

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