Improving Vocational School Students’ Participation in Intensive Reading Class Through Authentic Assessment

论文摘要

教育研究人员对教学、学习和评价及三者的关系进行了大量研究,他们认为评价模式对教育教学影响极大。面对中专学校的学生学习积极性和学习基础普遍较低的实际,建立一套全面、科学的评价机制,促进学生的学习和发展,是我们必须面对和解决的当务之急。 文中笔者提出以真实性评价来加强对学生学习过程的评价,促使学生积极主动地参与学习,培养良好的学习习惯。真实性评价的核心是关注学生的发展、促进学生的发展,实现评价发展性功能的一个重要举措就是突出评价的过程性,即通过对学生发展过程的关注和引导,在一定的目标指引下通过评价改进教学,不断促进学生发展。 笔者在曲靖某职业学校2004级的两个班级中进行了定性与定量相结合的实验研究,通过调查问卷、访谈、课堂观察和期末考查等方法收集了相关数据,分析真实性评价对中专学生英语学习的影响。结果表明这种评价模式对促进学生参与精读课活动以及提高学生的英语水平有积极的作用。本文尝试从理论和实践层面来论述这一评价模式对学生英语学习的影响。

论文目录

• Acknowledgements
• Abstract
• 中文摘要
• CHAPTER ONE PURPOSE OF THE STUDY
• 1.1 Introduction
• 1.2 Background of the study
• 1.3 The focuses of the study
• 1.4 The significance of the study
• 1.5 Outline of the study
• 1.6 Summary
• CHAPTER TWO LITERATURE REVIEW
• 2.1 Introduction
• 2.2 Terms used
• 2.2.1 Summative assessment
• 2.2.1.1 Characteristics of summative assessment
• 2.2.1.2 Reasoning and practice of summative assessment
• 2.2.2 Authentic assessment
• 2.2.2.1 Alternative Names for Authentic Assessment
• 2.2.2.2 Characteristics of Authentic Assessment
• 2.2.2.3 Reasoning and practice of Authentic Assessment
• 2.2.2.4 Basic types of authentic assessment
• 2.3 Differences between summative assessment and authentic assessment
• 2.4 Related theories
• 2.4.1 The theory of Multiple Intelligences
• 2.4.2 Constructivist theories of learning
• 2.4.3 Cooperative learning
• 2.5 A general look at the research on learner assessment in China
• 2.6 Summative assessment as complement of authentic assessment
• 2.7 Summary
• CHAPTER THREE REARCH METHODOLOGY
• 3.1 Introduction
• 3.2 The aims and the research questions
• 3.3 Research design
• 3.3.1 Research procedures
• 3.3.2 Participants
• 3.4 Data collection procedures
• 3.4.1 Data collection instrument
• 3.4.2 Data collection
• 3.5 Data analysis
• 3.5.1 Data analysis for development
• 3.5.2 Data analysis for the effect of authentic assessment
• 3.6 Authentic assessment design
• 3.6.1 Design steps
• 3.6.2 Requirements for Authentic Assessment
• 3.6.3 Authentic assessment tools
• 3.6.4 Tasks and activities design
• 3.6.5 Implementation of authentic assessment
• 3.7 Summary
• CHAPTER FOUR RESULTS AND DISSCUSSION
• 4.1 Introduction
• 4.2 Similarities of the entrance examination scores of the TG and CG
• 4.3 Report on the procedure of authentic assessment
• 4.3.1 General description of the procedure
• 4.3.2 Results of classroom observation
• 4.4 Feedback of the study
• 4.4.1 Comparison for the first part of questionnaire paper I&III （Treatment group）
• 4.4.2 Results of the open-ended questionnaire （second part of the QIII）
• 4.4.3 Comparison of the final examination
• 4.5 Summary
• CHAPTER FIVE CONLUSIONS
• 5.1 Introduction
• 5.2 Major findings
• 5.2.1. Authentic assessment improving students' participation in class activities and converting a passive EFL classroom to an active one
• 5.2.2. Authentic assessment promoting students' English learning
• 5.3 Implications of this study
• 5.4 Recommendation for further research
• 5.5 Summary
• REFERENCES
• APPENDICES
• Appendix Ⅰ Entrance Examination Scores
• Appendix Ⅱ Chinese Version of the Questionnaire Ⅰ （Pre-test）
• Appendix Ⅲ Chinese Version of the Questionnaire Ⅱ （Pre-test）
• Appendix Ⅳ Final Examination Scores
• Appendix Ⅴ Chinese Version of the Questionnaire Ⅲ （Post-test）