【作者】 蔡坤；

【导师】 李晓；

【作者基本信息】 广西师范大学 ， 英语教学论， 2004， 硕士

【摘要】 评价就是不断地收集信息,以便对学生、课程、项目和教育政策做出正确的决策。恰当地使用评价可以促进教学的发展。然而,传统评价过分依赖纸笔测验,以致阻碍了学生的全面发展。因此,新的评价模式急待开发。《全日制义务教育 普通高级中学英语课程标准(实验稿)》(以下简称《新课标》)指出,评价应采用形成性评价和终结性评价相结合的方式,既注重结果,又注重过程。为了满足评价体系的新要求,一些评价技巧如问卷、访谈、档案袋等进入了英语课堂。这些技巧能够有效地对学生及其语言学习进行形成性评价。但是,这些技巧只能针对具体的评价项目,难以应付语言教学和评价的整个过程。因此,本文提出一种以形成性评价理念为指导的评价模式---协商式学生评价。以协商为特征的评价由来已久,如斯太克的回应模式,艾斯纳的教育鉴赏与教育批评模式。这些模式致力于对整个课程的评价,而本文致力于对学生学习过程的评价。本文共有四章。第一章是引言,简单介绍了国内外评价体系的发展状况,以及我国对中学英语教学评价的新要求。第二章总结了传统评价的种种弊端,如过度强调评价的选拔功能,否定学生在评价中的作用,评价内容局限于基础知识和基础技能,以及过分依赖量化评价方法。因此,传统评价无法达到中学英语教学评价的新要求。第三章提出协商式学生评价。本章首先介绍协商式学生评价的理论基础,以及其它以协商为特征的评价模式。然后提出协商式学生评价模式,即在整个学习过程中,师生对学习目标、学习过程和学习结果进行协商,以便对学生做出正确决定并且记录和报告他们的进步。最后本章从各方面阐述了协商式评价,包括它的特点、功能以及参与者的作用。第四章是全文的核心部分,以初三上学期为例介绍如何在中学英语教学中使用协商式学生评价。根据《新课标》,协商式学生评价应该涉及语言、策略、情感和文化四个领域。本文认为,协商式学生评价应分别在三个阶段进行:第一,单元评价,即师生通过协商,使用观察、周记、测试和档案袋对学生在每个单元的学习进行评价;第二,期中评价,即师生通过协商,使用学习合同和问卷调查对学生在半学期的学习进行评价;第三,期末评价,即师生通过协商,使用期末量表对学生在整个学期的学习进行评价。最后,本文在结论部分指出了在评价过程中可能遇到的一些困难及其解决办法,以便师生在实践中更加有效地进行协商式学生评价。本文详细阐述了协商式学生评价的理论与实践,希望对中学英语教学中的学生评价有一定的指导作用。更多还原

【Abstract】 Assessment is a process for obtaining information that is used for making decisionsabout students, curriculum and programs, and educational policy. When it is used in a correctway, assessment contributes to effective teaching and successful learning. However,traditional assessment has been overemphasizing pencil and paper tests, thus impeding theoverall development of students. Therefore, it is demanding to explore alternative models ofstudent assessment.English Curriculum Standards (2001) indicates that the assessment ought to combineformative assessment together with summative assessment so that it can put equal emphasison both process and outcomes. To meet the new requirements of assessment system, manyassessment techniques are introduced to EFL course of middle schools such as questionnaires,interviews, portfolios and so on. These techniques are very useful to assess students and theirlanguage learning in a formative way. However, these techniques only deal with the specificassessment items, thus lacking the guidelines about the entire process of language instructionand assessment. Therefore, the present thesis proposes negotiation-based learner assessmentthat is an operational model based on the conception of formative assessment. The assessmentmodels featured by negotiation have dominated over the present assessment system, such asStake’s responsive model and Eisner’s connoisseurship model. These models are mainly toassess curriculum and programs, while the suggested model to assess students and theirlearning.The thesis consists of five chapters. Chapter One is a brief introduction to thedevelopment of assessment system at home and abroad, and to the new requirements of theassessment in EFL course of middle schools. Chapter Two sums up the drawbacks oftraditional assessment in the respects of purposes, participants, contents and methods.Traditional assessment fails to meet the new requirements of the assessment in EFL course ofmiddle schools because ⑴ it aims at selection of students for further study, ⑵ it is usuallycarried out by special committees,⑶ it is centered around basic knowledge and skills, and ⑷it relies too much on quantitative methods. Chapter Three proposes negotiation-based learnerassessment as an alternative model of student assessment. This chapter starts from theoreticalfoundation and different assessment models featured by negotiation. Based on the discussionabove, negotiation-based learner assessment is put forward, which helps teachers discuss withthe current students their learning objectives, process and outcomes during the entire processof any learning experience in order to make accurate decisions about them as well as to recordand report their progress over time. Finally, the chapter illuminates negotiation-based learnerassessment from the angles of features, purposes and the roles of participants. Chapter Four isthe core of the thesis. In this chapter, negotiation-based learner assessment will be carried outwith one ninth-grade class. According to English Curriculum Standards (2001),negotiation-based learner assessment needs to cover the linguistic domain, the strategicdomain, the affective domain, and the cultural domain. The author of the thesis suggest thatnegotiation-based learner assessment should be conducted at the three stages:⑴ Unit assessment which sees one unit as the learning experience of negotiation-based iii<WP=6>learner assessment. The assessment relies on observation, journals, tests and portfolios toassess students and their learning during the process of every unit.⑵ Mid-term assessment which sees half a term as the learning experience ofnegotiation-based learner assessment. The assessment relies on learning contract andquestionnaires to assess students and their learning during the process of half a term.⑶ Terminal assessment which sees the whole term as the learning experience ofnegotiation-based learner assessment. The assessment relies on final ratings to a更多还原