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除传统的以评估学生学习结果为目的的终结性评估外,目前国内很多高校英语专业课程也逐渐开始实施形成性评估。在此简要评述我国高校英语专业形成性评估实践的现状,从不同角度分析形成性评估在实践中面临的主要问题,指出虽然形成性评估在客观上有助于学生自主学习能力的发展,提高教师教学反思效率和质量,但是在实践过程中,评估机制缺乏灵活性、对师生评估体系培训的缺位、师生对形成性评估认识上的不足以及评估技术与手段的落后都有可能在一定程度上影响形成性评价的信度和效度,期望对今后英语专业课程教学评估体系的建立与完善提供借鉴。
In addition to the traditional assessment of student learning outcomes for the purpose of the final assessment, many colleges and universities in China are gradually beginning to implement a formative assessment of the curriculum. This article briefly reviews the status quo of formative assessment practice of college English majors in our country and analyzes the main problems confronted in the practice of formative assessment from different angles. It points out that though formative assessment objectively contributes to the development of students’ autonomous learning ability, Teaching reflects the efficiency and quality, but in the process of practice, the evaluation mechanism lacks the flexibility, lack of training for teachers and students evaluation system, teachers and students lack of awareness of formative assessment and backward evaluation techniques and means are likely to be a certain It will affect the reliability and validity of formative assessment to some extent and hope to provide reference for the establishment and perfection of teaching evaluation system of English majors in the future.