论文部分内容阅读
促学评价作为一种新型评价理念越来越受到语言教育界的重视,不仅广泛应用于课堂评价,也开始融入选拔性考试之中,成为多元评价体系的一部分。香港自2007年起,基于促学评价理论,在中学初升高的评价体系中增加英语口语校本评核,希望降低学生“一考定终生”的压力。校本评核是一种在校内实施,由老师组织并评分的“两年多考”的测评方式,占中考英文科分数的15%。本研究采用定量研究方法,对香港七所中学500余名中学生进行问卷调查,探究校本评核这种促学评价对于学生焦虑的影响。研究发现,校本评核低压力、真实的环境有助于降低学生的焦虑,但它自身的风险依然会增强学生的焦虑情绪,显示了校本评核作为促学评价其形成性和终结性双重身份之间的冲突。促学评价对于降低学生焦虑并不会产生立竿见影的效果,而是受到多种因素调节和制约。本文最后探讨了香港促学评价改革对于内地中学以及大学英语评价体系改革的启示。
As a new concept of evaluation, the evaluation of students learning is valued more and more by the language education community. It has not only been widely used in classroom assessment but also started to be integrated into the selection examination as part of a multi-evaluation system. Since 2007, based on the evaluation theory of promoting learning, Hong Kong has increased its English-speaking school-based assessment in the initial assessment system of secondary education in the hope of reducing the pressure on students to “test for a lifetime”. School-based assessment is a school-based, teacher-organized and scored “test” more than two years, accounting for 15% of English test scores. In this study, a quantitative research method was used to conduct a questionnaire survey on more than 500 middle school students in seven secondary schools in Hong Kong to explore the impact of school-based assessment of this learning-promoting evaluation on students’ anxiety. The study found that school-based assessment of low stress and real environment helps to reduce students ’anxiety, but its own risk will still enhance students’ anxiety. It shows that school-based assessment as a pro-learning assessment of its formative and final dual identity Conflict between. Learning to promote evaluation for reducing student anxiety does not produce immediate results, but by a variety of factors to regulate and control. Finally, this paper explores the enlightenment of the reform of promoting student learning in Hong Kong on the reform of the middle school and the evaluation system of college English.