摘要
针对全体在校学生的高校自行组织的课程口语测试，涉及面远远大于大学英语口语考试，“促学”功能也更为重要。传统的“终结性评价”方式用于课程口语测试的弊端是考生往往很难根据分数判断自己的口语能力和改进方法。本文将形成性评价的课程口语测试成绩和终结性评价结果进行了对比分析，并使用调查问卷检验形成性评价应用于课程口语测试对教和学的促进作用。
College English oral tests organized by higher institutions, has a wider coverage of examinees than that of CET - SET. Therefore,these oral tests usually play a more important role in promoting learning than assessing it. The traditional summative assessment gives a score directly according to examinees＇ performance, but it can not help the examinees judge their oral proficiency or find the right way to improve it. However, the formative assessment,which focuses on the process of assessment, plays a complementary role. In this paper,the results of formative assessment in college English oral test are compared with those of the summative assessment in it. And a questionnaire on formative assessment is carried out to verify the positive feedback in promoting teaching and learning spoken English.
出处
《外语与外语教学》
CSSCI
北大核心
2009年第7期22-25,共4页
Foreign Languages and Their Teaching
作者简介
陈旭红，讲师，硕士，研究方向：英语教学法，语言测试学
