形成性评价对中学英语语法教学效果的实证研究 67页

諭寶ｎｓ＊賺隹幽：＾＾１識ｉｉｉ瞧鲁晨ｉｉＳ＃海ＩＰ－＇、＇．二，／若，名．／户？满為公叛＾：保￡火咬，，ｙ＼过篆．帮ｆ束ｎＳ＾冥－獲蒙１；ｉ？ 分类号：学校代码：１０１６５密级：学号：２Ｑ１４１２Ｑ０Ｑ２１２遠掌卽筵乂學教育硕±专业学位论文馨张成性评价对中学英语语法教学效果的实证研究乂ｎＥｍｉｒｉｃａｌＳｔｕｄｏｎｔｈｅＥｆｆｅｃｔｉｖｅｎｅｓｓｏｆｔｈｅｐｙＦｏｒｍａｔｉｖｅＡｓｓｅｓｓｍｅｎｔｔｏＥｎｌｉｓｈＧｒａｍｍａｒＴｅａｃｈｉｎｉｎｇｇＭｉｄｄｌｅＳｃｈｏｏｌ作者姓名：赵桐菲专业方向：学科教学（英语）导师姓名：陈吉荣２０１６年０５月 学位论文独创性声明本人承诺：所呈交的学位论文是本人在导师指导下所取得的研究成果。论文中除特别加Ｗ标注和致谢的地方外，不包含他人和其他机构己经撰写或发表过的研究成果，其他同志的研究成果对本人的后示和所提供的帮助，均已在论文中做了明确的声明并表示谢意。学位论文作者签名：心新命学位论文版权的使用授权书本学位论文作者完全了解江宁师范大学有关保留、使用学位论文的规定，及学校有权保留并向国家有关部口或机构送交复印件或磁盘，允许论文被查阅和借。，可ｙ■的全或部入有阅本文授权迂宁师范大学将学位论文部分内容编关数据库进行，用、，并检索可Ｗ采影印缩印或扫描等复制手段保存、汇编学位论文并且一子和纸论文。本人电文档的内容质的内容相致。的用本授保密学位论文在解密后使权书Ｖ柳学位论：：文作者签名指导教师签名碟种声签：名日期年ｒ日月 AnEmpiricalStudyontheEffectivenessoftheFormativeAssessmenttoEnglishGrammarTeachinginMiddleSchoolZhaoTongfeiAThesisSubmittedinPartialFulfillmentoftheRequirementsFortheDegreeofMASTEROFARTSSchoolofForeignLanguagesLIAONINGNORMALUNIVERSITY2016 辽宁师范大学硕士学位论文摘要《义务教育英语课程标准》（2011）中指出：“评价是英语课程的重要组成部分。科学的评价体系是实现课程目标的重要保障……评价体系应采用形成性评价和终结性评价相结合的方式,既关注过程,又关注结果使对学生学习过程和学习结果的评价达到和谐统一。”然而我国受到应试教育以及传统人才观念的深厚影响，教育的评价方式还是集中于终结性评价，所谓“一考定终身”就是终结性评价的弊端之一。作者是在新课程标准和当前初中英语课堂评价方法的实际出发，基于建构理论，元认知策略和人本主义理论，对我国当前初中英语语法教学的实践提出意见和建议。经过国内外教育专家的不懈努力研究，形成性评价已经取得了一定的优秀成果，但在英语语法教学这一具体领域才刚刚开始。作者在本篇论文中，试图分析和研究以下问题：1.初中英语语法学习现状如何？2.基于调查问卷、语法测试、访谈和档案袋四个方面下的形成性评价对初中英语语法学习是否具有激励作用？3.在初中英语语法教学中，形成性评价实施的原则是什么？本研究选取了辽宁省葫芦岛市教师进修学院附属中学初二年级两个自然班的60名同学为研究主体，分为实验班和控制班，研究期间实验班采用形成性评价方法，对照班仍使用传统评价方法，在此基础上，作者采用实验对比方法进行了为期八个月的形成性评价语法教学实验。作者在教学实验前对两个自然班同学的语法能力统一进行前测并进行调查问卷。之后对实验班同学详细讲解形成性评价的基本知识和要求。实验结束后对两个班级统一进行后测，与此同时再次对实验班学生进行调查问卷。通过前测，后测，实验前调查问卷和实验后调查问卷的分析可以看出，实验前两个自然班级同学的语法知识水平并无显著差异，然后通过实验影响，实验班学生在实验后的英语语法水平相对于对照班而言有了相应的提高，同时形成性评价的使用也提高了学生们学习英语语法的兴趣和动机。通过相关的研究和分析表明：形成性评价能在一定程度上促进初中英语语法教学，有助于增强初中生英语语法学习兴趣，提高英语语法成绩。希望通过本研究，能够使得一线教师意识到形成性评价在英语语法课堂教学中的作用，汇集多方力量，将形成性评价更好地实施下去。-I- AnEmpiricalStudyontheEffectivenessoftheFormativeAssessmenttoEnglishGrammarTeachinginMiddleSchool关键词：形成性评价；初中英语；语法教学-II- 辽宁师范大学硕士学位论文AnEmpiricalStudyontheEffectivenessoftheFormativeAssessmenttoEnglishGrammarTeachinginMiddleSchoolAbstractEnglishcurriculumstandardsofcompulsoryeducation（2011）haspointedoutthatassessmentisavitalpartofEnglishcurriculum.TheScientificassessmentsystemisanimportantguaranteetorealizethecurriculumobjectives...Theassessmentsystemshouldbebasedonthecombinationofformativeassessmentandsummativeassessment,whichnotonlyfocusesontheprocessbutalsopaysenoughattentiontotheresultsofachievingaharmoniousandunifiedevaluationofthestudents’learningprocessandlearningresults.However,ourcountryisinfluencedbytheexam-orientededucationandthetraditionalconceptionoftalents,theevaluationmethodofeducationfocusesonthesummativeassessment.Theso-called"atestsetforlife"isoneoftheshortcomingsofsummativeassessment.TheauthorstartedfromthenewcurriculumstandardsandthecurrentrealityofEnglishclassroomevaluationmethodsinjuniormiddleschool,andbasedontheconstructivismtheory,meta-cognitivestrategiesandhumanismtheorytogivesomeopinionsandsuggestionsforthepracticeofourcurrentEnglishgrammarteachinginjuniormiddleschool.Aftertheunremittingeffortsofdomesticandinternationaleducationexperts,formativeassessmenthasachievedsomecertainresults,however,itisjuststartedinthespecificareaofEnglishgrammarteaching.Theauthorhastriedtoanalyzeandresearchthefollowingquestionsbythispaper:1.WhatisthecurrentsituationofEnglishgrammarlearninginjuniormiddleschool?2.Basedonthequestionnaire,grammartests,interviewsandportfolio,doesformativeassessmentplayanactiveroleinEnglishgrammarlearninginjuniormiddleschool?3.WhataretheprinciplesinimplementingtheformativeassessmentinjuniormiddleschoolEnglishgrammarlearning?Thisresearchhasselected60studentsintwonaturalclassesofHuludaoSecondarySchoolAffliatedtoTeacherTrainingInstituteinLiaoningProvinceastheresearchsubject,anddividedthemintoaexperimentalclassandacontrolclass.Duringtheresearch,theexperimentalclassusedformativeassessmenttoevaluate,whilethecontrolclassstillusedtraditionalassessmentinclass.Onthisbasis,theauthorusedthecomparativeexperimentalmethodtocarryouttheformativeassessmenttoteachgrammarfortheperiodofeightmonths.Theauthormadeaquestionnaireandpre-testaboutthegrammaticalcompetenceoftwonaturalclassesbeforetheexperimentandexplainedtheknowledgeandrequirementsofformativeassessmenttotheexperimentalclassindetail.Andaftertheexperiment,theauthormadethepost-testforthetwoclasses.Afterthepre-test,thepost-test,andthequestionnaire,itcanbeseenthatbeforetheexperiment,thestudents’grammarcompetenceoftwonaturalclasseshadnosignificantIII AnEmpiricalStudyontheEffectivenessoftheFormativeAssessmenttoEnglishGrammarTeachinginMiddleSchooldifference,however,becauseoftheeffectofformativeassessment,comparingtothecontrolclass,thegrammarcompetenceofexperimentalclassstudentshasmadeacorrespondingprogress,andatthesametime,theusageofformativeassessmentalsohasimprovedthestudents’learninginterestsandmotivationinEnglishgrammarlearning.Throughtherelevantresearchandanalysis,ithasshowedthattheformativeassessmentcanpromotethejuniormiddleEnglishgrammarteachingtosomeextent,anditcanhelpenhancethejuniormiddleschoolstudents"EnglishlearninginterestssoastoimprovetheachievementsofEnglishgrammar.IhopethatthefrontlineteacherscanrealizethefunctionsofformativeassessmentinEnglishgrammarclassesbymyresearchandcollectmassivepowertocarryouttheformativeassessmentinabetterway.Keywords：FormativeAssessment;MiddleschoolEnglish;Grammarteaching-IV- 辽宁师范大学硕士学位论文TableofContents摘要.....................................................................................................................................IAbstract.....................................................................................................................................IIIChapter1.Introduction............................................................................................................11.1BackgroundoftheStudy................................................................................................11.1.1TheCurrentSituationofFormativeAssessment.................................................11.1.2TheCurrentSituationofGrammarTeachingandLearning................................21.2SignificanceoftheStudy...............................................................................................31.3LayoutoftheThesis.......................................................................................................5Chapter2.LiteratureReview..................................................................................................62.1RelatedResearchesonFormativeAssessmentatHomeandAbroad............................62.1.1RelatedResearchesonFormativeAssessmentAbroad........................................62.1.2RelatedResearchesonFormativeAssessmentatHome......................................82.2RelatedResearchesonGrammarLearningatHomeandAbroad...............................102.2.1RelatedResearchesonGrammarLearningAbroad...........................................102.2.2RelatedResearchesonGrammarLearningatHome.........................................122.3FormativeAssessment..................................................................................................132.3.1BriefIntroductionofFormativeAssessment.....................................................132.3.2TheoreticalBasisofFormativeAssessment......................................................19Chapter3.Methodology.........................................................................................................223.1ResearchQuestions......................................................................................................223.2ResearchSubjects........................................................................................................223.3Instruments...................................................................................................................223.3.1Questionnaires....................................................................................................223.3.2GrammarTests...................................................................................................233.3.3PortfolioAssessment..........................................................................................233.3.4Interview............................................................................................................233.4ProcessofResearch.....................................................................................................233.4.1ThePreparationfortheExperiment...................................................................243.4.2TheExperimentStage........................................................................................243.4.3ThePost-experimentStage................................................................................25Chapter4.DataAnalysis........................................................................................................274.1AnalysisonTests..........................................................................................................274.1.1AnalysisonPre-testScale..................................................................................274.1.2AnalysisonPost-testScale................................................................................284.1.3ComparisonofthePre-testandPost-testGradesoftheExperimentalClass....304.1.4ComparisonofthePre-testandPost-testGradesoftheComparativeClass.....314.2AnalysisinQuestionnaireResult.................................................................................32V AnEmpiricalStudyontheEffectivenessoftheFormativeAssessmenttoEnglishGrammarTeachinginMiddleSchool4.2.1QuestionnaireSurveyBeforeExperiment.........................................................324.2.2ResultsofQuestionnaireAftertheExperiment.................................................334.3DataAcquiredfromInterviews....................................................................................354.4DataFromthePortfolio...............................................................................................37Chapter5.Conclusion............................................................................................................405.1MajorFindings.............................................................................................................405.2LimitationsoftheStudy...............................................................................................425.3ImplicationsforFutureStudy......................................................................................425.4Conclusion...................................................................................................................43References.................................................................................................................................45AppendixA...............................................................................................................................47AppendixB...............................................................................................................................50AppendixC...............................................................................................................................52AppendixD...............................................................................................................................53AppendixE...............................................................................................................................54Acknowledgements...................................................................................................................56-VI- 辽宁师范大学硕士学位论文Chapter1.IntroductionThischapterwillbrieflyintroducethebackground,especiallythecurrentsituationofformativeassessmentandthegrammarlearninginChinaandabroad,andsignificanceoftheresearch.Besides,itwillpointoutthelayoutofthethesis.1.1BackgroundoftheStudyForalongtime,Englishresearchersandteachersarelackingofthecomprehensiveandprofoundknowledgeoftheformativeassessment"spositionandfunctionintheprocessofcurriculumreformofbasiceducation.Theassessmentcriteriaandformweareusingarecomparativelysimple.Theyvaluethetestassessmentwhileignoringthenon-testassessment;theyvaluethesummativeassessmentwhileignoringtheformativeassessment;theyvaluetheteachers"assessmentwhileignoringtheself-assessmentandcooperationassessment;theyvaluetheevaluationoflanguageknowledgewhileignoretheevaluationofemotionalandculturalconsciousness,eventheevaluationofcomprehensivequality.Traditionalteachingconceptsandappraisalscannotaccommodatetheneweducationsituation,theyevenhavebecometheobstacleduringthefullypursuingandimplementingthequalityeducation.Inbrief,thestudyofformativeassessmentisnotonlytherequirementofEnglishcurriculumstandards"development,butalsotherequirementofEnglishteachingquality"simprovement.Besides,itisalsotherequirementofstudents"overalldevelopment.Therefore,toreformthetraditionalteachingassessmentsystemisataskwhichbrooksnodelay.Inaddition,itissignificantandurgentlyrequiredtoemphasistheapplicationofformativeassessmentinEnglishclassroomteachingis.1.1.1TheCurrentSituationofFormativeAssessmentTheadvantagesofformativeassessmenthaveattractedmoreandmoreattention,andtheformativeassessmentwillbecomethemainforceofevaluationsystemofEnglishteachinginourcountry.However,therearestillsomeproblemsinthepracticalteachingasfollows:Firstly,someteachersandstudentscannottreattheevaluationseriouslyandtheyarelackedofthecorrectandpropermethodstoevaluate,soitcannotreflecttherealsituations;parentsdonotknowhowtodotheevaluation;theresultsfromthestudentsaremuchmoreexcellent,whichcannotachievethegoalofevaluation.Secondly,formativeassessmentisthebidirectionalevaluationofteachingandlearning,thedominantrolesofstudentshasappearedintheprocessofevaluation.Attheearlystageofformativeassessment,somestudentsparticipateactivelybecauseofthecuriosities,gradually,influencedbytheexamination-orientededucationandtheheavystudyingtasks,studentshavelosttheinterestinparticipatingtheformativeassessment,andtheyturnedintothepassivepositionintheevaluation.Andthen,studentsarelackoftheawarenessofcooperation,sotheybehavequite-1- AnEmpiricalStudyontheEffectivenessoftheFormativeAssessmenttoEnglishGrammarTeachinginMiddleSchoolnegativelyandbelazyinthepeerassessmentandself-assessment.Fourthly,duetothetraditionalteachingconceptsandtheinfluenceofthesizeofclass,teacherswanttotakealargeamountofclasstimetoteachtheknowledge,whichhasaffectedstudents’activitiesonevaluation.1.1.2TheCurrentSituationofGrammarTeachingandLearningAccordingtothecommonunderstanding,studentsinprimaryschoolhavelearnedvariousgrammaticalphenomenon,therefore,itmaybequiteeasyforthestudentsinthejuniormiddleschooltolearngrammarknowledge.However,thestudents"grammarlearninginactualsituationisworried.Therearesomequestionsexistinthestudents’grammarlearning.Firstly,themotivationofstudentsisweak,andstudentsrefusetolearngrammar.Motivationistheinternalstatethattheindividualscantakesomeactionsinordertomeettheneed,itisthedirectreasonofbehaviorandinternalpower.Learningmotivationisthedirectforcethatcanpromotestudentstostudyhardanditwilldirectlydeterminetheeffectofstudentlearning.Thestronggrammarlearningmotivationisthepremiseoflanguageacquisitionresults.Oneofthemanifestationoflackingthestronglearningmotivationsisthatstudentsarenotinterestedinlearning.Interestcanimprovetheexcitedlevelofstudents"nervoussystemandgivefullplaytothepotentialintelligenceofstudents.Sometimes,studentsreflectthatgrammarisboringandhardtoremember,andtheyarenotinterestedinit.Buttheyhavetolearnitonlybecauseoftheexamination.Sotherootcauseofthestudentstostudygrammarhasnothingtodowiththelifeandinterest,butonlyfortheexam.Secondly,themethodsoflearninggrammarissimplex.Outoftheclassroom,besidesthehomework,thereisnoactivitythatisrelatedtoEnglishlearningforstudents.FewstudentsdoextracurricularEnglishreadingorwatchEnglishTVprogramsindependently.Studentsliketowatchforeignfilms,butwhattheypursueisjusttheplotofthestory,sotheyoftenprefertochoosetheChineseversionofthefilm.Asasecondlanguage,comparedwithnativelanguagelearning,studentslacksthelanguageenvironmentandconditions,andastheonlywaytolearngrammar,classroomisnotenoughforlearningalanguage.Alotofreadingandlisteningtrainingisanvitalmethodtocultivateandimprovethesenseoflanguage.Languageacquisitionisagradualprocess,anditneedtoaccumulateoveralongperiod.SostudentsshouldwidenthevariouswayoflearningEnglish,inaddition,teacherscanassiststudentsthroughtherichextracurricularEnglishactivitiestothelanguagelearning.Thelearningmethodisoneofthevariousfactorsthataffectstudents"learning.Ascientificmethodofgrammarlearningcanhelpstudentsbettertofinishlearningtasksandacquirelanguageknowledgeeasily.Soteachersshouldeducatethestudenttograspthescientificgrammarlearningmethodandformthegoodhabitsofgrammarlearning.Thiswillnotonlyhelpstudentslearngrammarknowledge,butalsocultivatestudents"abilityanddevelopmentofindividualintelligence,itwillbenefitthestudentsforlife.-2- 辽宁师范大学硕士学位论文Besidesthestudents’partwehavementioned,westillneedtopayattentiontotheteachers’partaboutthecurrentsituationofgrammarlearning.Firstly,therearetwoextremesinthereadingclass.Someteachersstillusethetraditionalmodestoteachreading,andmakeitintotranslationclass.Theytranslateandanalyzethesentencesonebyone,andthenexplainthegrammartostudents,inthisway,areadinglessoniscompletelyturnedintoagrammarlesson.However,someteacherswhoareinfluencedbythenewcurriculumstandardhavebeenmisledthattherecan’tbeanygrammarteachinginthereadingclass,otherwise,itwillbecometheold-fashionedclass.Sotheyavoidthegrammaronpurposeinreadingclass.Forteachers,itisnecessarytodothegrammarteachingindiscoursesothattheycancombinetherulesandfunctionsofgrammar.Therefore,combiningthereadingteachingandgrammarteachingwillbesupplementarytoeachother.Secondly,inthemodernhistoryofEnglisheducation,especiallyafterthenewcurriculumstandard,thereisjustsimpletheoreticalknowledgeinsometextbooks.Theyareidealisticbutlackofpracticality,orjustsomesimpleexamplesinsomeothertextbook,whichcannotguidetheteacherstodesigntheteaching.Soteachersarelackfortherelatedbookstoguide.Inaddition,thecurrentEnglishseminarsarealmostreadingclassorlisteningandspeakingclass,andseldomfindthegrammarclass.Duetothelackofdetailedteachingguidance,andinordertosavetime,withthepurposeofexam-orientededucation,manyteachersstillusethetraditionalgrammarteachingmode,theyexplaingrammaticalrulesindetail,andthenletthestudentsdoalotofexercisestoconsolidate.Thiskindofteachingmethodhasconfusedthestudents’viewsaboutgrammar.Andforstudents,learninggrammarhasbecomeameaninglessthingtodo.Thirdly,duetothevarioussubjects,theclasstimeinChinaislimitedto40-45minutes,soteachershavetoexplainandexercisethegrammaritemsdirectlyforsavingtime,whichleadstothatthereareonlysomebasicexercisesinthepracticalstage,inthisway,theconsolidationstagehastoputofftothenextclass.Thelimitedperiodofclasstimecannotholdtoomuchstagesandknowledge,anditisdifficulttoachieveacertaindepthoftraininganditwillaffectthestudentstoabsorbthecontinuityofthegrammar.1.2SignificanceoftheStudyTobeginwith,ItistherequirementofEnglishcurriculumstandard’sdevelopment.Englishcurriculumstandardsofcompulsoryeducation(2011)hasclearlypointedoutthat:“AssessmentisanimportantpartofEnglishcurriculum.Scientificassessmentsystemisthevitalguaranteetorealizethegoalofcurriculum.Englishcurriculumassessmentshouldadoptthescientificandreasonableassessmentmodesandmethods,andplayanactiveguidingroleinteachingprocessandresultstomonitorpromptlyandeffectively...Assessmentsystemshouldbethecombinationofformativeassessmentandsummativeassessment,andpayattentiontobothprocessandresultssoastoachievetheharmonyofstudents’learning-3- AnEmpiricalStudyontheEffectivenessoftheFormativeAssessmenttoEnglishGrammarTeachinginMiddleSchoolprocessandlearningresult.However,becauseofthelong-termeffectsofexamination-orientededucationinChina,thecurrenteducationassessmentemphasizetoomuchonthefunctionofselectingandidentifyingwhileignoringtheconceptofhuman-orientededucation.Therefore,weshouldreformanddeveloptheEnglishteachingassessmentactively,buildascientificassessmentsystem,strengthentheapplicationofformativeassessment,andusetheflexibleassessmentmethodstopromotetheall-rounddevelopmentofstudentsandimprovetheteachers"teachingeffect.Allofthesecangivethehopetopoorstudents,encouragetheordinarystudentsandmaketheexcellentstudentsdevelop.Secondly,ItistherequirementofimprovingtheEnglishteachingquality.Influencedbythetraditionalideas,theschool"smainfunctionsofassessmentonstudentsareidentificationandselection,theydividestudentsaccordingtothetestscores.However,thescoreisnottheonlystandardtojudgestudents.AmericanscholarStufflebeam(2007)saidthat"themostimportantpurposeofevaluationisnottoprove,itisinordertoimprove".Thisviewhashighlightedtheimprovementfunctionofassessment.Asaresult,thefunctionoftheassessmentshouldchangefromtheidentificationtoevaluatingstudentsdevelopmentallyandcomprehensively.Duringtheteachingprocess,theformativeassessmentcanlearnaboutthestagesofteaching,thestudents’conditionandsomeproblemstimely.Ontheonehand,themethodsofformativeassessmentarevarious,theycanevaluatestudentsfrommanyaspectsandcomprehensively,ontheotherhand,formativeassessmentisabletohelpteachersfindproblemsandimprovetimelyandeffectivelybecauseitcanconductfrequently.Therefore,FormativeassessmenthasbeenpenetratedthewholeprocessofhighschoolEnglishteaching,anditcanhelpteachersgainthestudents"learninginformation,accordingtostudent"sphysicalandmentaldevelopmentsregulationandindividualdifferences,soastotakeeffectiveteachingmethods,inthisway,theteachingefficiencycanbeimprovedandthequalityofteachingcanbeensured.Thirdly,Itistherequirementofstudents’integrateddevelopment.TheInstructionSummaryofCurriculumReforminCountryElementaryEducation（2011）pointedoutthatweneedtopayenoughattentiontotheaspectofcurriculumobjectivesonthestudentsasthe“wholeperson”,whichincludestheintegrityofpersonaswellastheintegrityoflife.Inessence,apersonisaharmoniousorganicwholeofintelligenceandpersonality,andlifeistherelationshipbetweenhumanbeingsandtheworld.Toputitsimply,ourteachingistoseekforthecompatibledevelopmentofstudents"intelligenceandpersonality,anditispursuingtheharmoniousdevelopmentoftheindividual,natureandsociety.Therefore,theevaluationofthenewcurriculumshouldnotonlyfocusonthestudents"basicknowledgeandtheacquisitionofbasicskills,itneedstopaymoreattentiontostudents’developmentofemotionalattitudesandvaluesandotheraspectsinthelearningprocessandlearningmethods.Thus,wewillcultivatethetalentswithloftyideals,moralintegrity,bettereducationand-4- 辽宁师范大学硕士学位论文goodsenseofdisciplinethatkeeppacewiththedevelopmentofourtimeinordertipromotethestudents"comprehensivequalitiesandall-rounddevelopment.Ontheonehand,fromtheviewoftheoreticalsignificance,thisthesisfirstlysummarizesthedefinitionsanddevelopmentofformativeassessmentandgrammarteaching,andbasedonthecomparisonbetweenformativeassessmentandsummativeassessment,theypointsoutthedisadvantagesofsummativeassessmentandputsforwardtheprinciplesandrulesofformativeassessment.Atthesametime,thisthesiswillintroducesomemethodsandtoolsofformativeassessmentforteachersandprovidesometheoreticalbasisforthemtocarryouttheformativeassessmentinabetterway.Andfromthepracticalsignificanceaspect,thisthesisisstartingfromthetheoreticalbasisofformativeassessmentandcombiningwiththeguidingprinciplesandrequirementsofseinerschoolEnglishcurriculumreform.Inaddition,todosomeinvestigationoftheimplementationofformativeassessmentinseniorschoolEnglishteaching.Basedonthesedirectinformationtoanalyzeandsortout,theygettheresultsoftheinvestigation.Thepracticalsignificanceofthisthesisisthatitbasedontheresultsoftheresearchanalysis,wecanfindoutthefactorsthatinfluencedtheimplementationoftheformativeassessmentandtryingtofindthebestsolutionstomaketheformativeassessmentavailableinpracticaltheapplicationintheEnglishteachingofseniormiddleschoolandgivefullplaytoitsfunction.Itisgenerallybelievedthat,studentscanmasterthegrammarwellaslongastheyremembertherulesofthevariousgrammarknowledge.However,studentswillusethegrammarinawrongwayorevencannotapplyit.Gradually,studentswilllosetheinterestingrammarlearning.1.3LayoutoftheThesisThisthesisisdividedintofivechapters.Thefirstchapterisprolegomenon.Thischaptermainlyintroducestheresearchsignificanceandbackgroundofthisthesis,andthelayoutofthisthesis.Thesecondchapteristheliteraturereviewabouttherelatedresearchesonformativeassessmentandgrammarlearningathomeandabroad.Andthischaptermainlyintroducesthecircumscriptionofformativeassessment,thecharacteristicsofformativeassessmentandcategoriesofformativeassessment.Thethirdchapterisintroducesthemethodology,itmainlyincludesresearchobject,researchinstrumentsandresearchprocess.Thefourthchapterfocusesondataanalysis.Thefifthchapterisabouttheconclusionoftheresearchincludingmajorfindings,limitationsandimplicationsofthestudyandsoon.-5- AnEmpiricalStudyontheEffectivenessoftheFormativeAssessmenttoEnglishGrammarTeachinginMiddleSchoolChapter2.LiteratureReview2.1RelatedResearchesonFormativeAssessmentatHomeandAbroad2.1.1RelatedResearchesonFormativeAssessmentAbroadIntheearly1930s,educationassessmentstartedasasciencetostudy.Beforethat,themethodofassessmentthattheschoolmainlyusedtomeasurethestudents’learningsituationwasquantitative.Theresultofthetestscouldonlyreflectthememoryofstudentontheknowledgeofmemory,itcouldn"treallyreflectthestudents"learningprocess.Inthe1930s-1950s,"thefatherofmoderneducationevaluation"---Taylor,formallyputforwardtheconceptofeducationassessmentonthebasisofthe"eightyearsofresearch",andemphasizedtheteachingassessmentshouldbecenteredonthetarget.Inthe1950s-1960s,L.D.StufflebeamandLeeJ.Cronbachquestionedthetheoryofeducationassessmentandputforwardthenewconceptofassessment.Cronbachbelievesthatthefunctionoftheformativeassessmentismoreimportantthansummativeassessment,hestressedthat"thegreatestcontributionofformativeassessmentistodeterminetheareaofcourseforimprovement"(ChenYukun,2003).In1967,MichaelScriven((1967,39-83)oftheHarvardUniversityofUnitedfirstlyproposedtheconceptofformativeassessmentinhisbook"MethodologyofEvaluation"anddividedtheeducationevaluationinto"formativeassessment"and"summativeassessment".Hearguedthattheevaluationshouldtestthestudents"acquisitionofknowledgeratherthantestknowledgethatteacherstaught.Theformativeassessmentcanprovidefeedbackforteachingtimely.Sincethen,B.S.BloomfromtheuniversityofChicagohaslearnedfromthethoughtsaboutformativeassessmentofMichaelScrivenanddevelopeditintoatypeofteachingevaluation,atthesametime,heputforwardacompletesetofformativeassessmenttheoryandmethodsystem,whichgreatlypromotedthedevelopmentandprogressofthemoderneducationteachingevaluationtheory.Bloom(1987)arguesthat"forus,formativeassessmentissystemicallyusedintheprocessofcurriculumdevelopment,teachingandlearningprocesstoimproveanyprocessofthesethree.""Themainpurposeoftheformativeobservationistodeterminethedegreeofthegivenlearningtaskthatismasteredandthesectionthatfailedtomaster","itisnotforthepurposeoftheclassificationoridentificationoflearners,buttohelpstudentsandteachersfocusonthespecificstudyinordertogetthefurtherimprovement."Accordingtohisview,theformativeassessmentistoanalyzeanddiagnosetheproblems,difficulties,defectsoftheteachingactivitiesintheprocessofteachingtimely,whichisaccordingtotheteachingobjectivesintheprocessofteaching,itprovidesthefeedbackinformationaboutcorrection.Theassessmentthatconductfortheeffectivelyimprovementofteachingisultimatelyforthedevelopmentofstudents.-6- 辽宁师范大学硕士学位论文Inthe1980s,withthedevelopmentofsocialeducationideaandtheory,thedeep-goingoftheeducationreform,thecombinationoftheoryandpracticeofeducationevaluation,theeducationevaluationhavedevelopedintoanewera.TheexpertsofeducationevaluationofAmerica,GoodbarandLincolnproposedthethoughtof"thefourthgenerationofeducationevaluation".Inthisperiod,educationevaluationemphasizedthattheevaluationwasthetheprocessofmentalconstructing,itclaimedthediversificationofevaluationvalue,theevaluatorsandstudentsneededtofullyparticipateandconstructtheachievementsandthepatternsofstudents,whichincludedthedegreeofengagementthatstudentsfocusedonthelearningteak,thelearningstrategiesandmethods,aswellastheemotionandattitudethattheyhaveshown.Evaluationwasinclinedtothevalueorientationof"process"and"development",andthecategoryofevaluationalsowidened,whichincludedtheteachersandparents.Evaluatorsbegantorealizetheimportanceofvariousassessmenttoolsinachievingthecurriculumgoals,thereforetheportfolioassessmentroseinresponsetothepropertimeandconditions.Afterthe1990s,formativeassessmententeredintoaperiodofrapiddevelopment.Theinternationalfamousexpertsinformativeassessment,P.BlackandD.WWilliam(1998)arguedthatthecoreactivitiesoftheformativeassessmentincludethedemandanalysisthatstudentsmadeaccordingtotheirconditionsandtheactivitiesofthelearnersinordertoachievetheirgoals.Theyalsoputforwardthattheimplementationofformativeassessmentcantakeavarietyofactivitiesforms,suchastheteacherobservation,classroomdiscussion,homeworkanalysis,portfolioassessment.Overall,theformativeassessmentinteachingprocessandteachingeffecthasplayedanimportantroleinfeedback,adjustmentandimprovement.Nowadays,thelearninggoalofforeignlanguageclassroomhasbeenchanged,itfocusesontheusageanddevelopmentoflanguageinsteadofpayingattentiontotheformoflanguage,(Janice,1987),theapplicationproducedaremarkableeffect.BasedondefinitionofStiggins(1994),thelinguisticassessmentis:"theactthattocollectinformationinordertounderstandtheindividualstudent"sstudyandtheirdemandbehaviorseveryday.""Themainpurposeofassessmentistopromotelearning,buildconfidenceandenhancestudents"understandingoftheirown."GeneseeandUpshur(2000)providedtheframeworkabouttheessenceofsecondlanguageassessmentandprocessinClassroom-basedEvaluationinSecondLanguageEducation.InThePortfolioasPowerfulLearningTool,E.A.Herbertprovidedapracticalwayforthestudentsofelementaryleveltousetheportfolioandprovedthattheportfolioassessmentplayaactiveroleinencouragingstudentstoevaluatetheirtasksandconstructthefurtherlearningtargetsasapowerfulinstrument.Theauthoralsoputforwardtheconvenientandpracticalguidelinestodevelopthereliableandeffectiveassessmentinlanguageteaching,anddiscussedsomeinformalassessmenttechnologiesinordertopromotethesecondlanguage-7- AnEmpiricalStudyontheEffectivenessoftheFormativeAssessmenttoEnglishGrammarTeachinginMiddleSchoolteachingandlearning.Sincethe21stcentury,thetheoriesofformativeassessmenthavebeenconstantlycompleted.Therearesomemainideas:firstly,itfocusesontheprocessofpsychologicalconstructioninsteadofpayingattentiontotheexternalbehaviorofevaluationobjectsandemphasizetheevaluationofstudents’emotionalprocessinlearningactivity.Secondly,itattachestheimportancetotheharmoniousdevelopmentofapersonratherthantheimprovementoftheeducationaction,theevaluationisnotonlytopromotetheall-rounddevelopmentofpeople,butalsotopaymoreattentiontopeople"spersonalitydevelopment.Thirdly,itemphasizesonthediversificationofevaluation,itmanifestsasthediversificationofevaluationcontent,suchasknowledge,skills,cognition,emotion,learningstrategies,methods,practiceandsocialbehavior;Thediversificationofevaluationsubjects,whichincludestheeducationadministrators,teachers,students,parents,etc.,itaimstolettheevaluatorstobethemainbodyofevaluation;Besides,italsopresentsasthediversificationofevaluationmethods,suchasthepapertests,oraltest,thepresentationofstudyresults;inaddition,thediversificationofevaluationprocess,suchasthediagnosticassessment,formativeassessmentandsummativeassessmentandthediversificationofevaluationresultssuchasthepoint-basedsystem,rank-basedsystem,comment-basedsystemandtheportfolio,etc.2.1.2RelatedResearchesonFormativeAssessmentatHomeThehistoryofeducationevaluationinChinaislong-standingandwellestablished.However,theresearchofeducationevaluationstartedrelativelylate.Sincethe1980s,thewesterneducationevaluationtheoryhasbeenintroducedtoourcountrygradually,andthedomesticstudyofeducationevaluationalsograduallyhasenteredthestageofall-rounddevelopment.Inourcountry,the"collegeentranceexaminationdecidesone’slife"patternofeducationevaluationisentrenched,itwasnotuntilthelate1990sthatformativeassessmenthasformedtherelatedliterature,inspiteofthelatestarting,therearestillmanyexcellentresearchessprungup.In1983,ChinesescholarsWanYongfirstintroducedtheconceptofformativeassessmentinthefieldofeducation.In1995,XuZuqingexploredtheimplementationanditsfunctionsoftheformativeassessmentinEnglish.In2001,thenationalministryofeducationissuedtheEnglishcurriculumstandard(experimentdraft),WangQiang(2002)interpretedandputforwardthat:"formativeassessmentisanlessanxiousandsustainableassessmentinaloose,friendly,informalenvironment,itfocusesonstudent"slearningprocess,andevaluationofitisnotonlytheknowledge,skills,italsoincludesthestudents"interestinlearning,learningstrategy,learningattitude,participationandcooperationspirit,culturalawarenessthatisnoteasytoquantify,itishelpfultocultivateandarousethestudents"interestinlearning,enhancetheirlearningmotivationandlearningself-confidence;itisfavorablefortheformationoftheindependent-8- 辽宁师范大学硕士学位论文learningabilityandpromotesthedevelopmentofstudentspersonality.(WangQiang,2002)."Athome,theEnglisheducationofprimaryandsecondaryschooladvocatedtheusageofformativeassessment,anditalsopracticedbymanyscholars.YangXiaotang(2000),whenhedefinedthebasicmeaningofformativeassessment,healsopointsoutthattheformativeassessmentistheevaluationoflearners’learningprocess,ortheperiodicinspectionaboutthecourse,itsfundamentalpurposeistostrengthentheguidanceandmanagementofteachingprocess,timelyfeedbackinformationtoguideteachingeffectively,andimprovethelearner"sabilityandquality.Inaddition,theprocessassessmentcanalsourgestudentstolearn,understandtheperiodiclearningsituationoflearners,sothatteacherscantimelyguidethelearners,andpreventthelearnersfromcrammingforthefinalandeasethelearners’pressureonthefinalexam.Ayearlater,whenYangXiaotang(2001)summarizedtheclearpurposeoftheimplementationofformativeassessment,heconcludedasthreefavorables:"fortheguidanceandmanagementofthelearningprocess;forgettingthelearninginformationintimetoguidetheteaching;forimprovinglearners"comprehensivequalityandability"(WuChangti,2009).WhendiscussingthevalueofformativeassessmentinEnglishteaching,GuoJun(2003)arguedthatformativeassessmentcanincreasetheinteractioninteachingforteachers,shortenthecommunicationcycle;Andforstudents,itcanincreasethestudents’confidenceandhelpthemunderstandtheirownlearningprogress,establishthedirectionoftheirefforts,usetheappropriatemethodsinordertoimprovethecomprehensiveabilitytolearn.Basedontheeducationpractice,ZhaoXianghua(2004)summedupthefouraspectsofformativeassessmentpurpose:"bysettingtheclearandspecifichardlearningdemandssoastoforcethestudentswhotaketheindividuallearningasthemainstudywaytoincreaselearningopportunities,toenhancelearningresultsinordertoimprovethequalityoflearning;todecomposetheexampressuretoreducetheacademicdifficultyofthestudents;toevaluatestudentswithcomprehensiveandimpartialassessment;togetthefeedbackofteachinginformation."Itcanbeseenthatthedomesticscholarsthinkthatformativeassessmentcanovercomethedisadvantagesofsummativeassessmentforteachingfeedback,thisideahasbecomeanindisputablepropositionbothathomeandabroad.Inaddition,fortheoperationandapplicationofformativeassessmentinEnglishteaching,manyscholarsalsoexploredmuch.WangHuaandFuChanghong(2006)summarizedthecircumstanceformativeassessmentinforeignlanguageteachingathomeandabroad.Intermsofforeignformativeassessmentreview,theyparticularlycombedthedifferencesbetweenformativeassessmentandsummativeassessment.Intheaspectofformativeevaluationmethods,theyemphasizedoperationinstrumentsofformativeassessment,suchastheobservation,interview,diary,andportfolio.Atthesametime,abouttheresearchmethodsoftheapplicationofformativeassessment,-9- AnEmpiricalStudyontheEffectivenessoftheFormativeAssessmenttoEnglishGrammarTeachinginMiddleSchooltherearemanyachievementsinexperimentabroad.While,thedomesticresearchisstillinthestageoftheoreticalexplorationandtheresearchmethodsarerelativelysingle.WuXiulan(2008)alsosummarizedtheapplicationofformativeassessmentindomesticcollegesanduniversitiesforeignlanguageteaching.Shepointedoutthedevelopmenttrendandtheresearchmethodsoftheformativeassessment,andmadeadetailedsummarytoresearchcontentfromfouraspects.ThenindicatedsomeproblemsinChina,suchastherepeatingresearchingphenomenon,andthelackofempiricalstudyandsoon.Atpresent,theformativeassessmentresearchinourEnglishteachinghaschangedfromthetheoreticalexplorationtopracticalandinnovativestage,LuoShaoqian(2003)alsoresearchedtheformativeassessmentinEnglishteaching,hedefinedtheconcept,purpose,typesandprinciplesofclassroomassessment;andfocusedonthebehaviorperformanceevaluation,andintroducedsomeevaluationtools.JinYan(2010)alsoexploredtheapplicationof14kindsofcommonformsofformativeassessmentinChinaunderthebackgroundofbig-classteaching,thesemethodsare:theclass/teacherobservation,caseanalysis,discussion,feedbackandinterviews,peerassessment,representation,questionnaire,students’self-assessment,students’diaries/reports,teacherassessment,teachers"diariesandexamination.TheEnglishCurricularStandardsinthePhaseofCompulsoryEducation(2011)hasalsoputforwardnineprinciplesonEnglisheducationevaluation:Fullyamplifythepositiveguidingroleofassessment;Reflectthedominantpositionofstudentsintheassessment;Confirmtheevaluationcontentsandstandardsaccordingtotherequirementofcurriculumobjectives;Payattentiontotherationalityanddiversityoftheevaluationmethods;Theformativeassessmentshouldbehelpfultomonitorandpromotetheteachingandlearningprocess;thesummativeassessmentshouldbefavorabletoexaminetheabilityofstudents"comprehensivelanguageusing;Payattentiontodealingwiththerelationshipbetweentheteachingandassessment;Theprimaryschoolevaluationshouldgiveprioritytomotivatingstudentstolearn;Designandimplementthejuniorhighschoolgraduationexaminationreasonable(nationalministryofeducation,2011).2.2RelatedResearchesonGrammarLearningatHomeandAbroad2.2.1RelatedResearchesonGrammarLearningAbroadReviewedthehistoryofforeignlanguageteaching,Thornbury(1999)pointedoutthat,itisnothardtoseethattheforeignlanguageteachingisalwaysdevelopbetweentwodifferentviews---infavorofgrammarteachingandagainstthegrammarteaching.Overaperiodoftime,theviewthatinfavorofgrammarteachingplaythedominantrole,andwhileinanotherperiodoftime,peopleareobjectedtogrammarteaching.Befamiliartothechangingofthegrammarteaching,howtoteachgrammaralsohasbeenadisputeforalongtime.Grammartranslationmethodistheoldestmethodofteachingforeignlanguagesforaboutonehundred-10- 辽宁师范大学硕士学位论文years,anditdevelopedonthebasisofLatinandGreekteaching,itemphasizedthesentenceastheunitofexplicitgrammarteaching.Thegrammartranslationmethodpaidmoreattentiontotheformoflanguage.Inthemiddleofthe20thcentury,audiolingualmethodtooktheplaceofthegrammartranslationmethod,audiolingualmethodpaysattentiontopracticingthesentencepatterns.Andthelatermethod---directmethod,thoughtthatlearningEnglishshouldbeconductedinthenaturalenvironmentasthefirstlanguage,andadvocatedthatgrammarrulesshouldberefinedinthepracticing,vocabularylearningshouldbereplacedwithphysicalobjectsandgestures,itwaslaterknownastheimplicitteachingmethod.Explicitteachingmethodrequiredteacherstointerpretthelanguagerulesbythedeductivemethods,andthenguidedthestudenttodorelatedexercises.Therefore,thedirectmethod,therearealotofdebatesabouttheimplicitteachingmethodandexplicitteachingmethodingrammarteachinginforeignlanguageteaching.Explicitteachingmethodfocusedonformteaching,anditisanewteachingform,thepurposeistochangethestudents"attentiontothelanguageformthroughavarietyofways,andemphasizetothepurposefullearningofgrammaticalrules,inordertobeabletousethelanguageefficientlyandaccurately;whileimplicitmethodemphasizestheroleofthenaturalenvironment.Stern(1992)analyzedthedifferentviewsofgrammarteaching,andclassifiedthescholarswhoholddifferentviewsaboutgrammarteachingintothreecategories:theoppositions,thecentrists,andthesupporters.Theoppositionthoughtthattheanalysisofgrammaticalfeaturesismeaninglessforimprovingforeignlanguagelearners"applicationability,sotheyopposedtoanyformofgrammarteaching;Centristsdidnotdenythepositivesignificanceofgrammarteaching,howevertheydidnotagreewithtoomuchemphasisongrammarteaching;Thesupportersarguedthatgrammarteachingisthekeytolanguageteaching.Krasen(1981)arguedthatlanguagelearningshouldbeaacquisitionprocessthatoccurredinnaturallanguage,ratherthanthelanguagelearningprocessofaconsciousknowledge.BasedontheresearchofGermanEnglishlearners"behavior,Pienemann(1984)putforwardthe"teachabilityhypothesis".Althoughsomedevelopmentordersinlanguagelearningisfixed,heargued,itwillnotchangejustbecauseofgrammarteaching.However,somestructurescanbeimprovedinthegrammarteaching.Hassen(2001)Scott(1989)suggestedthattouseacommunicativewaytoteachgrammar,whichisbasedonthecommunicativeteachingmode,itemphasizedbothgrammaticalform,andalsodon"tignorethemeaningoflanguage,therefore,thespecificoperationistocombinethegrammarteachingwiththelistening,speaking,readingandwriting.(quotedfromHaoXingyue,2004:51)-11- AnEmpiricalStudyontheEffectivenessoftheFormativeAssessmenttoEnglishGrammarTeachinginMiddleSchoolEllis(2002)arguedthatextensiveandlong-termgrammarteachingisconducivetothedevelopmentofimplicitlanguageknowledge.Healsoproposedthattocombinedtheteachingoflanguageformswithmeaningfulcommunication,andtimelyinsertedgrammarknowledgeintask-basedlanguageteaching.Thesubjectofforeignteachingmethodispracticability.Grammarteachingandteachingmaterialsarealsosystematicallyarrangedaroundthepracticability.Ingeneralmaterialsofgrammar,teachingcontentisveryclosetolife,andtherearealotoflivingexamplesbehindthesimplerules.Mostlearnersmayhavethesimilarexperience,aftersomerelatedexercises,learnerscaneasilyremembertherulesofgrammarandmastertherelatedexpressions.Besidestheuseofaccessibleteachingmaterials,toteachtherulesofgrammar,educatorsalsochosedifferentgamestostrengththeteaching,anditcanhelpstudentsexperiencetherulesofgrammarteachingandformthelearningmotivationofstudentssoastopromotethevalidityofgrammarteaching.Grammarteachingchangesovertime,andthischangeisacomprehensive,systematic,andgradualprocess.Althoughthetheoryofgrammarisquitematureabroad,astheirmothertongue,learnerscanacquiresomefixedlanguagerulesofgrammarinthelearningenvironmenteasilyandnaturally.However,inChina,asaforeignlanguage,wemustexplorethesuitablegrammarteachingpatternsandmethodsofourselves.2.2.2RelatedResearchesonGrammarLearningatHomeAfterthenewcurriculumreform,teachersandscholarsinChinahaveconductedextensiveresearchontheEnglishgrammarteachinginjuniormiddleschoolandseniormiddleschool,theyresearchedfromthepracticalteachingtotheexamination-orientedteaching.Inthepracticalteachingofhighschool,inEnglishgrammarteachingintheperspectiveofnewcurriculum,ZhuJianwei(2005)pointsoutthatteachersshouldchangetheirideasinthegrammarteaching,andcorrectlyunderstandtherelationshipbetweengrammarteachingandEnglishteaching,inaddition,grammarshouldbetaughtfromthestudents"needsandthecharacteristicsoftheclass.XuLong(2002)dividedthegrammarteachingintotwomethods---thedeductivemethodandinductivemethod.Theprocessofinductivemethodisthat:observation-analysis-induction-practice,whichisthecognitionprocessthatisfrompracticetotheoryandthenattributedtopractice,whiletheprocessofdeductivemethodisthat:putupthegrammarrules-giveatypicalexample-explainthegrammarrules-practice.Whichisthecognitionprocessfromtheorytopractice?Therearebothstrengthsandweaknessesofthesetwomethods.However,thepracticalteachingshoulddependonthestudent"sagecharacteristic,Englishlevelandthecharacteristicsofgrammar,itcanbeusedbetweencommunicativeapproachandtraditionalapproach,andhighlightthepointsofgrammarteachingtoadvocatetheinquiry-basedlearning.-12- 辽宁师范大学硕士学位论文FanXiaohui(2010)analyzedsomespecificteachingmethodsofgrammarteachinginseniorhighschool,theyarethegraphicmethod,thecommunicativeteachingmethod,theformulateachingmethodsandcomparativeteachingmethod.Intheaspectofexamination-orientedteaching,JiWanjie(2010)analyzedthecollegeentranceexaminationofthenewEnglishcurriculumofLiaoningprovincein2010.Hegeneralizedaseriesofcharacteristicsandenlightenmenttofirmlygraspthebasicgrammarknowledge,strengthenthereviewpoints,focusontrainingflexibilityinthespecificcontextandmaster3500wordsofnewcurriculum.Althoughtherearesomescholarshavediscussedhowtoimprovethegrammarteachinginseniorschoolandseniorhighschool,therearefewscholardiscussedtherelationshipbetweenformativeassessmentandgrammarteaching.SoIwanttodosomeresearchinthisarea.2.3FormativeAssessment2.3.1BriefIntroductionofFormativeAssessment2.3.1.1DefinitionofformativeassessmentWhatisformativeassessment,differentauthoritiesofeducationhavedifferentdefinitions.TheconceptofformativeassessmentisfirstproposedbythephilosopherM.ScriventheattheuniversityofChicagoinUnitedStatesin1967,itisusedtojudgecurriculumbuilding,buthedidn’tgiveacleardefinition.Andthen,B.S.Bloomexpandeditsuses,hepointedoutthattheformativeassessmentisusefulforbothteachersandstudents,“inordertorealizetheeffectoftheirteachingandmasterhowthestudentsaccepttheknowledge,theteacherscanusetheplannedandpurposefulassessmenttoexamineandurgestudentstomakeupfordeficiency.(B.Bloomwrite,QiuYuantranslated,1987).LuoShaoqianconsideredthatin2003,“formativeassessmentiscloselyconnectedwiththeteachingandlearningprocess,itdescribestheprogressofthestudentsinlanguageliterally,andprovidesstudents’learninginformationtoconsolidatewhattheyhavelearned.Inaddition,ithelpsteachersknowwhatthestudentshavemastered,howmuchtheyhavemastered,howtheyhavemasteredandhowtheymasterbetter,throughtheseinformationtoconfirmthenextstepsoftheteachingofteachersandthelearningofstudents;”ChenYukunin1999thoughtthat"bymeansofthepriorjudgmentontheeducationprogramandscheme,theformativeassessmentistofindtheproblemsexistingineducationprocessandactivities,soastoprovidefeedbacktotheongoingeducationactivitiesandimprovetheevaluationofthequalityofongoingeducationpracticeactivities;"Englishcurriculumstandard(2001)definedformativeassessmentasthat,comparingto-13- AnEmpiricalStudyontheEffectivenessoftheFormativeAssessmenttoEnglishGrammarTeachinginMiddleSchoolthetraditionalsummativeassessment,formativeassessmentis“theevaluationonthestudents’performance,achievement,andthedevelopmentofemotions,attitudes,andstrategiesindailylearningprocess.”Itisthedevelopmentalevaluationthatbasedonthecontinuousobservationofstudentslearningprocess,recording,reflection.Thepurposeofformativeassessmentisto"encouragestudentstolearnandhelpstudentsregulatetheirownlearningprocesseffectivelyinordertoobtainthestudentsthesenseofachievement,enhanceself-confidenceandcultivatethespiritofcooperation".Formativeassessmentmakesthestudents"“changefromthereceiverwhoacceptevaluationnegativelytothemainbodyofevaluationandactiveparticipant(Baltimore,SongGuiyue,2001)”2.3.1.2ThecharacteristicsofformativeassessmentAccordingtotheJingYingandSongGuiyue,2003:161一162.Therearethecharacteristicsoftheformativeassessmentasfollows:1.Scientificity.Basedonthecurrentnewlearningconceptsandeducationnewprinciples,formativeassessmentadoptsthewaysandmeansthathavebeenverifiedbyavarietyofpractice,andemphasizesthescientificprocessintheevaluationprocess,thustheyaremorescientific.2.HumanityFormativeassessmentisbasedonthethoughtof"people-oriented",itrecognizestheindividualdifferencesandcharacteristicsofstudentsindevelopmentlevelsandattachesgreatimportancetothestudentsintheevaluationofpersonalreflection,itevaluatestheirknowledge,intelligenceandemotionalfactorscomprehensivelyinordertopromotetheall-rounddevelopmentofstudents.3.DiversityThediversityofformativeassessmentmainlyreflectedintheevaluationcontent,evaluationsubjects,evaluationmethodsandevaluationstandard,etc.Evaluationcontentnotonlyincludestheacademicperformance,itpaysmoreattentiontothestudents"interests,emotionandattitude,psychologicalquality,innovationandpracticalabilityinthedevelopmentandimprovementoftheprocessoflearning.Theevaluationsubjectischangingfromone-waytomulti-direction,andduringtheteachers’evaluationonstudents’learning,studentsdeveloptheself-evaluationandmutualevaluation,andatthesametime,parentswillalsoparticipateintheevaluation.Teachersandstudentsturntotheactiveparticipationfromamerepassivestatus.Thediversificationofevaluationsubjectcanpromotethestudents"self-regulationandself-improvement,anditishelpfulforteacherstoimprovetheteachingqualityandefficiency,itcanreflectthenewcurriculumstandardsofeducationalpolicyinabetterway.Theevaluationmethodsincludeperiodicalachievementtest,self-assessment,portfolio,learningdiary,behaviorobservation,etc.Thecombinationofquantitativemethodsandqualitativemethodsisadaptivetotheneedsofthecomprehensiveevaluation.-14- 辽宁师范大学硕士学位论文4.FeasibilityItmainlyreflectedonthattheevaluationmethodsarepossessedtheexperienceofthepredecessors"practices;themethodsthatareadoptedbyallthecoursesarenotthesimplecopingandimitation,itisputforwardonthebasisofseriousconsiderationandcombinedwiththecharacteristicsofthesesubjects;itencouragestheevaluationpractitionerstocombinewiththesituationofthelocalschools,theteachers,thestudentsflexiblyandtoprovidewiththemultiplespace,theformativeassessmentnotonlycreatethespacefortheimplementationofassessment,butalsoreflectthefurtherfeasibility.5.ExpansibilityOntheonehand,theformativeassessmentthroughoutthewholeprocessofstudentlearning,itdeveloptowardsthedirectionofhealthyandsustainabledevelopmentthroughthemutualmonitoring,reflectionandadjustmentofthelearningprocesswithteachersandstudents,andduringfinishingtheirtask,theyalsoobtaintheknowledgeandformthenewskillsthroughtheprocess.Ontheotherhand,formativeassessmentistherecordandreflectionofstudentsoneachstage,itreflectsthestudent"sprogresstomotivatestudentsanditcanpromotestudentstomonitortheirstudy,controlandadjusttheirlearningstrategiestoimprovetheabilityoflearning,inaddition,itcanprovidethegreathelpwithevaluationofthestudents"interest,attitude,emotionandspiritofcooperationforthegrowthofthestudents"personality.Tosumup,thecontentsoftheformativeassessmentiscomprehensive,themethodsaremultiple,sotheassessmentonstudentsisrelativelyaccurateandobjective.Moreimportanceisthetruththatitcanchangethestudentsfromthepassiveandmandatorylearningtoactiveandinterestinglearning,andchangetherotelearningtotherelaxingandhappylearning.Itcanmakethestudentslearntothinkinstudy,andatthesametimeitalsocancultivatethestudents"teamworkspirit.Undoubtedly,itplaysapositiveroleintheimprovementofstudentslearningefficiencyandintelligence,anditalsocanpromotestudents"physicalandmentalhealthdevelopment.2.3.1.3ThecategoryoftheformativeassessmentIntheEnglishclassroomevaluation,accordingtothedifferentsubjects,theformativeassessmentcanbedividedintothefollowingaspects(LuoShaoqian,2003.22);(1)Self-assessmentAccordingtothenewstandard,"self-assessmentistheevaluationthattheschoolstudentsevaluatetheirownlearningandbehaviorduringthelearningprocess,accordingtotheevaluationcriteria.(Baltimore,SongGuiyue,2003);"Themoderneducationadvocatesthattheeducationshouldregardstudentsasthecenterandthemainbody.therefore,theselfassessmentofformativeassessmentcanreflectthisideamostly.Studentsevaluatethemselvesandotherpartners.Theycanreachtheproblemsdirectlywithtargetedaims,andthiscanreducetheintermediatelink,becausethetraditional-15- AnEmpiricalStudyontheEffectivenessoftheFormativeAssessmenttoEnglishGrammarTeachinginMiddleSchoolassessmentneedtoturnacornertothestudentsaftertheteacherevaluated.Sotheycanrelatetothetraitsbasedontheirsituations,anddosomeself-reflectiontoapprovetheresults,atthesametime,theymustcorrectfromtheheartandbefullofconfidence.Afteraperiodofassessment-correction,thestudentscanadjustthelearningobjectivesandmastertheirstudybetter.Thisalsoinspiretheteacherstoimprovetheteachingplanandtheefficiencyoftheclassroominstruction.However,thestudentsarestillveryyoung,theirthoughtsareeasilyinfluencedbypersonalfactors,thiswilllessentheauthenticityandmaketheevaluationdeviatefromthetruth.Asaresult,thestudents"self-assessmentcannotavoidthemonitoringfromteachers,soitmustbeusedwithstudents’peer-assessment.Firstly,theteachersandstudentscanmakethestandardstogethertoselectagoodmodelorsampleasreferenceobjectforstudents.Secondly,accordingtostudents"feedbackoftheevaluationresults,teachersshouldgivetheconstructivesuggestionsoradvicetimely.Finally,insteadofneglectingtheresponsibility,teachersshouldtrackthestudentsinthefollow-onworkandgetthefactsaboutthesituationafteradoptingtheadviceorsuggestions.Inbrief,self-assessmentcanreflectedtherespectandtrustedonstudents,soitcanmakestudentsunderstandthemselvesfullyandcomprehensively,enhancetheabilityofself-disciplineandactiveparticipation,wecancultivatestudents"attainmentofself-awarenessandselfeducation.(2)PeerAssessment"Peer-assessmentisthatintheprocessofteaching,thestudentsofeachdesignatedgroupevaluatedpartners’learningcondition,learningprocessandlearningresultsaccordingtotheevaluationstandards;"(JinYing,SongGuiyue,2003);Atpresent,thegroupcooperativelearningisaneffectiveformtoachievethepeerassessment,similarly,thepeer-assessmentcanencouragestudentstodotheirownmastersandfullycooperatewiththeassignmentsfromthegroupleader.Theyputtheirheadstogethertosolvetheproblems.Inthepeerassessment,thestudentscanlearnhowtocooperatewithothers,strengththesenseofcollectivehonor,makethemselvesbeintegratedintothecollectiveandlearnhowtocompetetobeaffirmativetogiveadviceandsuggestions,inaddition,theyalsocanenhancethecommunicationskillsbycommunicatingwithpartners.Inpeerassessment,studentscanimprovetheabilitytomakeacleardistinctionbetweentherightandthewronganddeeplyappreciatetheself-confidencebyparticipatingtheactivities.Theycanalsounderstandthelearningexperienceofothersandovercometheweaknessesbyacquiringothers’strongpoints.Inthisway,theycanlearninaharmoniousandfriendlyatmosphere.Besides,studentscanalsolearnsomethingaboutlisteningfromothers"evaluation.Intheevaluationofteachingandlearningthatstudentshaveparticipatedin,someinertiastudentscanbeengagedinlearningwithapositiveattitudeinordertoimprovetheabilities.Toacertaindegree,thestudentshavelearnedhowtocommunicate,howtocooperatewith-16- 辽宁师范大学硕士学位论文othersandthinkingactively,andhowtocultivatethespiritofperseveranceandthemethodsoflearning.Therefore,theycanregardstudyastheirownbusinessandbemoreresponsibleinordertotreatthemselvesandpartnersobjectivelyandcomprehensively.(3)TeacherAssessment"Teacherassessmentisthattojudgethestudents"learningattitude,learningmethods,learningability,participationandcooperationspiritaccordingtothevariousperformanceofstudentsintheEnglishclassroomlearning"(JingYing,SongGuiyue,2003)Teachersplaysmultiplerolesinteachingactivitiestobethefirst"witness"ofstudents.Intheformativeassessment,teacher"sevaluationiscomprehensiveandrelativelyobjective,theycanaddsomeassessmenttostudentsfromanoutsider’sperspective.Teachersarenotonlytheorganizersandevaluatorsintheformativeassessment,butalsothedirectorsandsupervisors.Students"self-assessmentandpeer-assessmentcannotbeseparablefromtheteacher"sassessment.Onlytocombinethesethreekindsofassessment,theassessmentcanbescientific.Teachersshoulddemonstratethepointsofseveralaspectsabouttheassessment:Theevaluation,firstly,teachersneedtomaketheevaluationstandardswithstudentsbeforetheassessment;seizetheopportunitytocheckandsupervisethetasksandtheconditionsofstudentsduringtheassessment;payattentiontothefeedback,andaccordingtothefeedbacktogivethescientificguidanceaftertheassessment.Secondly,teachersshouldrethinktheproblemsintheteachingprocess,adoptvariouswaysandmethodstoconstantlyadjusttheteachingplanandteachingmethodstobetteradapttotheteachingpractice.Next,teachersneedtoevaluatestudents"progresstimely,suchasinthegroupdiscussion,phasetestsandhomework.Teachers"assessmentshouldbeclearandconcise,andvariousfrompersontoperson.Theevaluationsofstudentsshouldbeputintotheportfolioforthefollow-oncorrection.Finally,teachersmustcompletetheevaluationrecord,thenotecontentcanreflectthestudents"learningandlearningprocess,andembodytheadvantagesandshortcomingsofstudentstowitnessthedevelopmentofformativeassessment.(4)PortfolioAssessmentPortfolioAssessmentgeneratedinthe1980s,itisakindofassessmentformthatcomesfrompractice.PortfolioandPortfolioAssessmentaretwodifferentthings.Artery&Spandelarguedthatstudentsworkedinaplannedwayandcollectedcarefullytoreflectthestudents’pay,progressorachievementintheparticularaspect.Itmustincludethestudents’participation,theguidelinesofselection,thegradingstandards,andtheevidenceofstudentself-examination;"(ArteryJa.&Spandel,1992)ForPortfolioAssessment,HuangYan-fenexplainedasthe"learningarchivesevaluation"or"theassessmentofstudents’growth",itistheassessmentthatbasedonportfoliotoevaluatetheobjectsobjectivelyandcomprehensively;theportfolioassessmentcombinedthelearningprocessandlearningresultstogethertoevaluatethestudentscomprehensively;"(HuangYan-fen,2008)-17- AnEmpiricalStudyontheEffectivenessoftheFormativeAssessmenttoEnglishGrammarTeachinginMiddleSchoolSunJingmeithinks,"PortfolioAssessmentistocollectandorganizethelearningresultsofstudentsforthespecificteachingobjectivesinaperiodoftime;andaccordingtothecertainstandards,teachersandstudentsanalyzethelearningresultsofstudentstojudgethestudents’developmenttoprovideaqualitativeevaluationmethodforfeedingbackthelearningactivitiesofstudentsandteachers"behavior,itisalsoakindoftoolofformativeassessment;"(SunJingmei,2009)ThePortfolioreferstothe"NewCurriculumStandards"isthatitistheaggregationthatdemonstratesthestudents’effortsandprogressinlearningprocessandreflectstheirlearningresults.Generally,itisintheformofafoldertocollectthestudentrepresentativelearningresults(homework,work)andreflectionreport."(JinYingSongGuiyue,2003)2.3.1.4SummativeassessmentversusformativeassessmentAssessmentistheessentialcomponentintheprocessofteachingandlearning.Theformativeassessmentandsummativeassessmentarenotrejecteachother,theyareinterrelatedandinterpenetrating.Nomatterwhichkindofassessmenttheteacherstakes,theyshouldletthestudentsfocusonthepurposeoftheassessmentandhowtoassessandwhatarethestandardsofassessment.Asanintegralpartoftheteachingandlearningprocess,formativeassessment,itdescribesthewholesituationofstudents"development,providesfeedbacktostrengthenstudents’learningresult,helpsteachersunderstandstudents"learningsituationanddeterminethenextstepoftheteachingplanandstudents"learningplan.Thismethodofassessmentcanbedoneinseveralways,suchas:discussion,interview,oranalysisoftestresults,etc.Summativeassessmentistheevaluationonstudents’performanceafteraperiodoflearning.Comparedwithformativeassessment,thiskindofassessmentusuallytakesthefixedform,suchas,askingstudentstofinishasetoftestquestionsinthesettledperiodoftimeinthemiddleofthesemesterorattheendofthesemester,etc.CategoryFormativeAssessmentSummativeAssessmentObjectivetoimprovethelearningprocess,tojudgethefinallearningresults,adjusttheteachingplantopromoteserveforthescreeningandthestudents;development.selectionFunctiondetectandanalyzetheteachingappraisetheacademicprocess,affirmtheteachingeffect,achievementproposetheimprovementmeasures.-18- 辽宁师范大学硕士学位论文TheEmphasisthelearningprocessthelearningresultsofAssessmentTheSubjectofteachers,thestudents,thepartnerstheteachersAssessmentTheContentoflinguisticknowledge,linguisticknowledgeandskillsAssessmentskills,emotionalattitude,learningstrategyandculturalawareness.Methodsdailyobservation,homework,examination(mid-termorfinalquestionnaire,self-assessment/peer-examination,end-of-yearassessment,test,activityrecord.examination,graduationtest.Implementingaftertheprojectsorunitteaching,afterthecourseoraperiodofPeriodconductusually.teaching,onceortwiceofeachsemester.AssessmentrecordandnarratewhetherachieverecordthescoreResulttherequirementsoftargets,pointouttheshortcomingsandputforwardthesuggestionsandadvice.Main“prospective”“retrospective”CharacteristicsNote:thistableisadaptedfromJingYing,SongGuiyue,2003:161-1622.3.2TheoreticalBasisofFormativeAssessment2.3.2.1ConstructivismTheoryConstructivismemergedinthe1980s,whichhadaprofoundinfluenceonthecurrenteducation.Thecoreideaofconstructivismisthatknowledgeisestablishedintheactivitiesoftheinteractionbetweensubjectandobject.Constructivismoftheeducationwasundertheinfluenceofseveralimportantcharacters,andarepresentativefigureisPiaget.Piagetarguedthatcognitionneitheroriginatedfromobject,nororiginatedfromthemainbody,itoriginatedintheprocessofthecontactinteractionbetweenthesubjectandobject(MaFang,LiXiang,2012).Then,psychologistsVygosky,alsoemphasizedthattheindividuallearningwasunderthecertainsocialhistoricalandculturalbackground,andthesocietycouldplayanimportantroleinsupportingandpromotingforindividuallearningdevelopment.(ChenLiu,LiuRude,2007)Constructivismlearningtheoryproposedthatthelearningprocessisthatlearners-19- AnEmpiricalStudyontheEffectivenessoftheFormativeAssessmenttoEnglishGrammarTeachinginMiddleSchoolconstructedtheirknowledgestructureactively,whichwasbasedontheirownexperience,itadvocatedthelearnersshouldbethecenter,andemphasizedsubjectiveinitiativeofthelearners.Theprocessoflearners"isanactiveconstructionprocessratherthanthepassiveacceptedprocess.Constructivismemphasizedthestudents"activelearning,theteachingwasnottogivestudentswithskillsdirectly,itwasthestudentsthatactivelyconstructtheirknowledge.IntheteachingofConstructivism,studentswaspositivetoconstructknowledge,andtheteacherwasthesupporter,andguideandthepartnerwithstudentstoconstructknowledge,thecenteroftheclassroomshouldbethestudentsratherthanteachers.Constructivismlearningtheorynotonlyattachedgreatimportancetotheevaluationofteachingresults,italsoattachedgreatimportancetotheevaluationoftheteachingprocess,whichwasthegenerativityanddiversityofevaluationstandard.Theteachingisnotonlypaidattentiontotheresult,itpaidmoreattentiontoprocess;andtheevaluationpurposeisnottochooseandjudge,itwastopromoteteaching.Therefore,intheprocessofevaluation,itisnotonlytoevaluateonthestudents"classroomandextracurricularlearningconditions,butalsoonstudents"learningstrategies,cooperationandcommunicationability.(WangYanhong,CaiMin,2009)2.3.2.2Meta-cognitiveStrategyAccordingtotheopinionofCohen(1990),Meta-cognitivestrategyisthestrategythatusedtomonitorlearners"learningstrategy,itincludesplanning,monitoringandsupervisingthestrategies.Meta-cognitionisdefinedas"cognitionaboutcognition",or"knowingaboutknowing"Meta-cognitivestrategiesinclude:advanceorganizers,directedattention,selectiveattention,self-management,advancepreparation,self-monitoring,delayedproductionandself-evaluation.Thiskindoflearningstrategiescanhelplearnersrealizewhattheyaredoingandadoptstrategiestolearnerstoknowaboutthetheirlearningprocess.Meta-cognitivestrategycanalsomakethelearnersbeawareoftheirpsychologicallearningprocessaswellastheabilitytoreflectontheirlearning,whichistheprocessthattheymakethepersonallearningplan,supervisetheprocessoflearningandevaluatetheresultsoflearning.IntheCognitivetheory,meta-cognitivestrategyplaysaveryimportantroleinlearningEnglish,becausethestudentsneedtoknowwhichlearningstrategiestheyneedtouseEnglishandhowtousethestrategies.Byestablishingtheportfolioforformativeassessment,studentscanmastersomecertainmeta-cognitivelearningstrategies,itcanhelpthemtomakereasonableplanofstudy,whichiscombinedwiththepracticalcharacteristicsofindividuals,theteachingmaterialcontent,learningcontent.Thestudentscanusetheeffectivelearningstrategies,atthesametime,theymonitorandreflectactivelytoadjustandimprovethelearningstrategies,thustopromotetheeffectivelearninggoals.2.3.2.3HumanismTheoryHumanismlearningtheoryisthepsychologicaltrendthatdevelopedintheUnitedStates-20- 辽宁师范大学硕士学位论文inthe1950s,themainrepresentativefiguresareRogersandMaslow.Humanismlearningtheoryproposedthatthedevelopmentofhumanscanbedescribedaccordingtothetwokindsofhumans’potential:ontheonehand,potentialistheabilityofpersontogrow,ontheotherhand,potentialistheabilitytoestablishcoordinationorintegrationrelationshipwithothers.(MaFang,2012)Theriseofhumanismtheorychangedpeople’sviewoneducationandtheangletheytreatededucation,ithaddeepenlightenmentinviewoflearningandteaching.Therepresentativefigureofhumanism,Rogersemphasizedtheideaof"people-centered",opposedtothetraditional"knowledge-centered"teachingidea,andadvocated"student-centered"educationtheory.Intermsoftheteachinggoal,Rogersbelievedthattheteachinggoalistocultivatetheindependentpersonality,developadaptabilityandcreativitytofinallyformthepersonthatcangivefullplaytotherole.Humanismlearningtheoryalsoattachedgreatimportancetopromotethestudentslearningmethods,emphasizedonthestudents"freelearning.Thisalsorequiredteacherstofullytruststudentsintheteachingprocess,andletstudentslearnfreelytoamplifytheirlearningpotential.Inaddition,humanismadvocatedthecooperativelearningaswell.Contrarytothetraditionalcooperativelearning,thecooperativelearningmeaningofhumanismmeansthatistoreplacethetraditionteacher-centeredteachingwiththestudents’cooperativelearningintheteachingprocess.-21- AnEmpiricalStudyontheEffectivenessoftheFormativeAssessmenttoEnglishGrammarTeachinginMiddleSchoolChapter3.Methodology3.1ResearchQuestionsThisthesisattemptstoexploreandsolvethefollowingthreequestions:1.WhatisthecurrentsituationofEnglishgrammarlearninginjuniormiddleschool?2.Basedonthequestionnaire,grammartests,interviewsandportfolio,doesformativeassessmentplayanactiveroleinEnglishgrammarlearninginjuniormiddleschool?3.WhataretheprinciplesinimplementingtheformativeassessmentinjuniormiddleschoolEnglishgrammarlearning?3.2ResearchSubjectsTeachersandstudentsaretheentityofmiddleschoolEnglishgrammarteaching,andnotoneofthemcanbedispensedwith.Therefore,60studentsareselectedintwonaturalclassesofHuludaoSecondaryschoolaffiliatedtoTeacherTrainingInstituteinLiaoningProvinceastheresearchsubject,andtheyaredividedintoexperimentalclassandcontrolclass.Thereweretworeasonstochoosethestudentsofthesetwoclasses.First,theycouldrepresentthecommonseniormiddleschoolstudents"Englishlevel.Thatistosay,theirEnglishstudyingstandardissimilartothemostseniormiddleschoolstudents.Thus,theresearchresultwasrepresentative.Secondly,boththetopstudentsandthelowerstudentswerewhollyselectedinthisresearch.Therefore,theresearchresultwouldbeauthentic.ItemsCategoryNumberPercentageGenderboys2440%girls3660%ClassClass13050%Class23050%3.3InstrumentsTheinstrumentsadoptedinthisresearchmainlyincludethequestionnaire,grammartests,interviewandportfolio.anddatacollectedisanalyzedbytheSPSS.20.0andT-test.3.3.1QuestionnairesThequestionnaireusedintheresearchwereoriginatedbyLuoShaoqian(2009)andabridgedaccordingtotheneedsofmyresearch.Inordertogetthefirst-handinformationabouttheinfluenceofformativeassessmentapplicationonmiddleschoolEnglishgrammarteaching,thequestionsofquestionnairearedesignedthatareveryrelatedtotheEnglishGrammarlearning.Thequestionnairebeforetheexperimentaredesignedfromthreeaspects---thelearningmotivationtowardsEnglishlearningandGrammarlearning(1-7),thestudent’smeta-cognitivestrategy(8-11),andtheattitudeaboutformativeassessment(12-15).-22- 辽宁师范大学硕士学位论文Andthequestionnaireaftertheexperimentisdesignedtoknowaboutthechangesabouttheaboveaspectsaftertheexperiment.Thequestionnairebeforetheexperimentweredonewiththewhole60studentsinbothexperimentalclassandcontrolclass.Itdidn’tneedstudentstowritetheirnamesinordertogettherealinformation.Inbothpre-questionnaireandpost-questionnaire,60copieswerehandedoutandallofthemwererecalledeffectively.Therewerebothopenquestionsandclosedquestionsinthequestionnaire.3.3.2GrammarTestsTheGrammarteststhathisresearchusedincludedthepre-testandpost-test,byanalyzingthescoresofthesetwoteststocheckwhethertheformativeassessmentishelpfultoimprovetheEnglishachievementofstudents.Thepre-testisusedtoexaminethestudents’conditionoflearningability,andthepost-testisusedtotestthelearningconditionafterimplementingtheformativeassessment.Thestructuresofpre-testandpost-testarethesameandtheybotheditedformthefinalexaminationofgrade8ofHuludaocity.Duringtheprocessofimplementingtheformativeassessment,therearealsosomeunittestsanddotheformativeassessmentontheexperimentalclasswhiledothetraditionalsummativeassessmentonthecontrolclass.3.3.3PortfolioAssessmentInrecentyears,aformativeassessmentmethodcalledPortfolioiswidelyusedintheworld.Thepurposeistoaffirmthestudents"learningachievementanddevelopmentsoastoencouragestudents.Portfolioshouldincludealltheinformationthatrelatedtothewholeperiodofstudents’learning,andtheinformationcanshowthestudents"learningattitude,effort,andthedevelopmentandimprovementofstudents.Theauthordesignedself-assessment,peerassessmentandteacherassessmentthatofferthemtothestudentstouseandafterfinishthem,studentscanputthemwithotherthingsintotheportfolio.Accordingtotheportfolio,studentscanreviewthecontentandimproveit,inordertogropeasuitablelearningstylefortheirown.3.3.4InterviewTheInterviewbetweenteachersandstudentscanbehelpfultoevaluatestudents"individuallearningandrequirements.InordertoknowtherealsituationofstudentsabouttheirEnglishgrammarlearning,theauthordidaninterviewwithsomestudentsofdifferentlevels.Thequestionsrelatedtothelearningconditionandprocess,formativeassessmentandsomeotheraspectsoftheirlearning.(AppendixD).3.4ProcessofResearchThewholeexperimentofmyresearchisdividedintothreestages:thepreparationstagebeforeexperiment,theexperimentstageandthedatacollectionaftertheexperiment.The-23- AnEmpiricalStudyontheEffectivenessoftheFormativeAssessmenttoEnglishGrammarTeachinginMiddleSchoolexperimentlastedfromtheMarch2015totheMarch2016,atotalofeightmonths.3.4.1ThePreparationfortheExperiment(1)Thepre-testBeforetheexperiment,wedidanEnglishgrammarleveltestamongallthestudentsfromthebothcontrolclassandexperimentalclass,atthesametime,recordedtheresultsofthestudents’inpre-test.(2)ThequestionnairebeforetheexperimentAtthestartofthisnewsemester,Iissuedthepre-questionnairetotheallstudents(Appendix1)beforetheexperiment.ThequestionsofquestionnairesaredesignedthatareveryrelatedtotheEnglishGrammarlearning,andtheyaredesignedfromthreeaspects---thelearningmotivationtowardsEnglishlearningandGrammarlearning(1-7),thestudent’smeta-cognitivestrategy(8-11),andtheattitudeaboutformativeassessment(12-15).Eachquestionhasfouroptions,A,B,C,andD,andthestudentswereaskedtochooseonlyoneoption,whichisthebestfittheirownconditions.Andtoensuretheeffectivenessofthequestionnaire,thequestionnaireisanonymousinordertoanalyzethelearningmotivationtowardsEnglishlearningandGrammarlearning,thestudent’smeta-cognitivestrategyandtheattitudeaboutformativeassessment.3.4.2TheExperimentStage(1)Thestudents’self-assessmentEvaluationshouldpayattentiontothestudents"self-assessment,andletthestudentbethemainbodyofassessmentforselflearning.Formativeassessmenttreatedthedevelopmentofthestudentsasanongoingprocess.However,itcan"tdependonteacherstoobserveandrecordthelearningprocesstomeasurestudents"cognitivedevelopmentsituation,italsoneedsstudentsthroughthepositiveindependentevaluationtounderstandtheirownlearningresultsandlearningconditions,judgewhethertheirlearningmethodsarecorrect,whetherthelearninggoalsarerealistic,andwhateffortstheyneedtomaketoevaluateandreflecttheirgrowthinordertodevelopcomprehensively.Self-assessmenthelpsstudentslearnmorewiselyandrationallyforlearningandlife,itcanpromotethestudentstobecometheautonomouslearners,andberesponsiblefortheirowndevelopment,sotheycanbecomethemasteroflearning.Aslongasweemphasizeontheoriginallevelofdevelopmentofstudents,makethestudentstounderstandtheirownweaknessesandthewaystoimprove,helpthemseetheirownsuccessandbuildconfidence,theycanbelearningfruitfully.Thefollowingchartistheblankself-assessmentcharttogivetothestudents.(AppendixE)Name：Date：Unit:StudyConditionStudyStrategy-24- 辽宁师范大学硕士学位论文StudyResultWhethertheStudyMethodsareRightWhethertheStudyObjectsareRightMastertheGrammarornotWhethertheUsageofGrammarisRightMoreEffortIShouldMakeIcandobetterin...Ididnotdowellin...(2)PortfolioassessmentPortfoliousedinself-assessmentcanhelpthestudentsobservetheirlearningperformanceandresults.Portfolioassessmentisakindofacademicassessmentmethodthatappearedinthemid-1980sintheUnitedStates.ThecompositionofEnglishgrammarlearningportfolioincludesthefollowingcontents:1)accordingtothecourserequirementstomakeeachsectionofthelearningobjectives,learningplan,designlearningstrategies;(2)thelanguageabilityevaluation---classdiscussion,performance,speech,etc;(3)homeworkevaluation---unittests,sectionstudysummaryandsoon;(4)classperformanceevaluation---learningattitude,learninginterest,spiritofcooperation,participation,etc.Toavoidtheself-assessmentbecomingformalistic,theteachermayrequirestudentstowriteaself-assessmentreporteverymonthtourgethestudentstodotheselfassessment.Portfolioisthesubstantialverificationoftheknownstandardresultsonthestudents,therefore,thestudentscanusethesestandardstoobservetheirlearningachievements.Thepurposeoftheportfolioisobvious,itsvaluehasembodiedthatitallowsstudentstoreflectontheirlearningandimprovetheselfevaluationontoahigherstandardpersistently.Themethodofcombiningthreeassessmentformshasbeenadoptedineachexerciseaboutgrammar.Aftertheevaluationexerciseofthestudentsandalltablesofthethreeformshavebeencollectedasthebasisonwhichteachersandstudentsrethinktheirteachingandlearningsoastoencouragestudentstoimprovetheirgrammarlearningmethods.Inthecourseoftheexperiment,twogrammarpracticelessonshavearrangedineachunittoensuretheimplementationofformativeassessment.3.4.3ThePost-experimentStage(1)ThequestionnaireaftertheexperimentAftertheexperiment,collectingdataofstudents’haschangedinthelearningmotivationtowardsEnglishlearningandGrammarlearning,thestudent’smeta-cognitivestrategy,andtheattitudetoformativeassessment,soitisnecessarytodothequestionnairewiththesame-25- AnEmpiricalStudyontheEffectivenessoftheFormativeAssessmenttoEnglishGrammarTeachinginMiddleSchoolquestionsinadifferentorder.(2)Thepost-testTeststudentswiththepaperofthesamestructureandsimilarcontentofpre-test.Thescoresofthetestareusedastheresearchdatatocomparewiththetestscoresofthepre-test,inordertoanalyzethestudents’changesinEnglishgrammarlearningbeforeandaftertheuseofself-assessmentandportfolio.-26- 辽宁师范大学硕士学位论文Chapter4.DataAnalysisBeforetheceremonialfulfillmentoftheexperiment,theauthordidaquestionnairefor30studentsofexperimentalclass.Thestudentsfinishedthequestionnaireswithin15minutesandallthequestionnaireswererecalledbytheteacher.Inordertomakeitclearwhethertherearedifferencesbetweenstudentsofthecontrolclassandexperimentalclassinthegradesbeforetheexperiment,apre-testwasuniformlyorganizedforthestudentsoftwoclass.WiththehelpofanotherEnglishteacher,a30-minute-longgrammartestwasarrangedfor30studentsofexperimentalclassinanEnglishclass.Afterthatallteatpaperswererecalledandgiventotheteachertomark.Afterthetest,inordertolearnaboutthechangesofthestudentsintheexperimentalclassthattookplaceinattitudestowardsEnglishgrammarlearningandtheiropinionsonthisquestionaftertheimplementationofformativeassessment,theauthorgaveout30copiesofpost-experimentquestionnairestoallthestudentsoftheexperimentalclassinotherEnglishclass.Thestudentsenergeticallytakepartinthequestionnaireandalltablesweregatheredandefficient.AndtheresearchmainlyusedSPSS20.0statisticalsoftwareofsocialsciencetoaddupandanalyzedata,itincludesthepaired-sampleTtestandthematchedsamplesTtest.4.1AnalysisonTestsThescoresofthesetwoclasseswereputinSPSS20.0statisticalsoftware.ThedatawasanalyzedbyindependentsampleTtestandpaired-sampleTsample.Ididastatisticalanalysistoseethechangesofstudentsbeforeandaftertheexperimenttoanswerthesecondquestionsofmyresearchquestions.4.1.1AnalysisonPre-testScaleBeforeIconductedmyexperiment,allstudentsofbothexperimentalclassandcontrolclassparticipateinthepre-testatthesametime.AndthetestscoreswereputinSPSS20.0statisticalsoftware.ThedatawasanalyzedbyindependentsampleTtestandpaired-sampleTtest.Ididastatisticalanalysistoseethechangesofstudentsbeforeandaftertheexperimenttoanswerthesecondquestionofmyresearchquestions.Thatis,“DoesformativeassessmentplayanactiveroleinEnglishgrammarlearninginmiddleschoolstudents?”TheresultsareshowninTable4-1.Table4-1GroupStatisticsclassNMeanStd.DeviationStd.ErrorMeanpretestExperimentalclass3077.76672.50080.45658Controlclass3077.90002.18695.39928-27- AnEmpiricalStudyontheEffectivenessoftheFormativeAssessmenttoEnglishGrammarTeachinginMiddleSchoolIntheTable4-1liststhenumberofstudents,meworthandcriterionerrorofbothtwoclasses,theaveragegradeofthecontrolclassis77.90,andthestandarddeviationis2.19whiletheaveragegradeofexperimentalclassis77.77andthestandarddeviationis2.50.Therefore,wecanconcludesafelythatthereisnosignificantdifferenceintheirmeanworth,agapof0.13only.Itdemonstratesthatthetwoclassesarecompatible.Table4-2IndependentSamplesTestLevene"sTestAnalysisofforEqualityoft-testforEqualityofMeanscategoryVariances95%ConfidenceIntervaloftheDifferenceStd.Sig.MeanErrorFSig.tdf(2-tailedDifferencLowerUpperDifferenc)eeEqual-.22-1.3474variances.001.98158.827-.13333.606541.0807906assumedpretestEqual-.2256.98-1.3479variancesnot.827-.13333.606541.08125072assumedAndinTable4-2,thetablerepresentsFvalue,Tvalue,andsignificancelevel.TheTvalueis0.220.Fvalueequalsto0.001,inaddition,thesignificancelevelis0.981,greaterthan0.05(P>0.05).Itimpliesthatthereisnostatisticalmeaningbetweencontrolclassandcomparativeclass,sothetwoclassesarecomparableinthepre-test.4.1.2AnalysisonPost-testScaleToknowwhetherthereisastatisticaldifferenceinscoresaftermyexperiment.AfterIconductedmyexperiment,allstudentsofbothexperimentalclassandcontrolclassparticipateinthepost-testatthesametime.AndtheauthoranalyzedthetestscoresinSPSS20.0statisticalsoftware.ThedatawasalsoanalyzedbyindependentsampleTtestandpaired-sampleTtest.-28- 辽宁师范大学硕士学位论文Table4-3GroupStatisticsclassNMeanStd.DeviationStd.ErrorMeanposttestExperimentalclass3082.90002.50998.45826Controlclass3078.53332.09652.38277IntheTable4-3alsoliststhenumberofstudents,meworthandcriterionerrorofbothtwoclasses,theaveragegradeofthecontrolclassis78.53,andthestandarddeviationis2.10whiletheaveragegradeofexperimentalclassis82.90andthestandarddeviationis2.51.Itrevealsthattheaveragescoresoftheexperimentalclassis4.37higherthanthatofcontrolclass.Table4-4IndependentSamplesTestLevene"sTestAnalysisofforEqualityoft-testforEqualityofMeanscategoryVariances95%ConfidenceIntervaloftheDifferenceSig.MeanStd.ErrorFSig.tdf(2-tailedDifferencDifferencLowerUpper)eeEqual7.313.1714variances1.061.30758.0004.36667.597095.5618737postteassumedstEqual7.3156.213.1706variancesnot.0004.36667.597095.56267376assumedTable4-3representsthatFvalueis1.061,Tvalueequalsto7.313,andthePvalueis0.000,lessthan0.05(P<0.05meanstherearesomedifferences)inthetest.Itimpliesthatthepost-testscalesoftwoclasseshadasignificantdifference.Thesetwotablessuggestthatthereisanimportantdifferenceinthepost-testscalesafterusingtheformativeassessment,andthemeanvalueoftheexperimentalclassissignificantlyhigherthanthatofcontrolclass,whichimpliesthatthescoresoftheexperimentalclasshavegreatlyimproved.Thereforewecanconcludewithconfidencethattheusageofformativeassessmenthashadaremarkableeffect,-29- AnEmpiricalStudyontheEffectivenessoftheFormativeAssessmenttoEnglishGrammarTeachinginMiddleSchoolsoitcananswermysecondquestion,thatisformativeassessmentdoplayanactiveroleinEnglishgrammarlearninginmiddleschoolstudents.4.1.3ComparisonofthePre-testandPost-testGradesoftheExperimentalClassInordertoseethechangesthathaveoccurredinthetestoftheexperimentalclassbeforeandaftertheexperiment,Iconductedapaired-sampleTtestonthescoresofpre-testandpost-test.TheresultsareshowninTable4-5.Table4-5PairedSamplesStatisticsClassTestNMeanStd.DeviationStd.ErrorMeanExperimentalclasspretest3077.76672.50080.45658posttest3082.90002.50998.45826Fromthetable4-5,inthepre-test,themeanvalueofexperimentalclassis77.77,thestandarddeviationis2.50,andthemeanvalueofpost-testis82.90,thestandarddeviationis2.51.Thepostoneismuchhigherthantheformerone,agapof5.13,whichimpliesthatthereisasignificantdifferenceinvaluesofpre-testandpost-testofexperimentalclass.ItcanbeconcludedthattheadoptionofformativeassessmenthasbetterfacilitatedtheEnglishgrammarlearningeffect.Table4-6PairedSamplesTestPairedDifferences95%ConfidenceIntervaloftheDifferenceStd.Std.DeviatioErrorclassMeannMeanLowerUppertdfSig.(2-tailed)Experimentpretest--11.30-5.133332.48767.45418-6.06224-4.2044229.000alclassposttest2Besides,Tvalueis-11.302,andthePvalueis0.000,whichislessthan0.05,itimpliesthatthereisabigdifferenceofexperimentalclassinthetwotests.Comparedwiththepre-testvalues,thepostvalueshavegreatlyimproved,whichconfirmedtheeffectofmyexperimentandthehypothesisthatformativeassessmentdoplayanactiveroleinEnglishgrammar-30- 辽宁师范大学硕士学位论文learninginmiddleschoolstudents.ItindicatesthatstudentsintheexperimentalclasshavemadegreaterimprovementsintheEnglishgrammarlearning.4.1.4ComparisonofthePre-testandPost-testGradesoftheComparativeClassTable4-7PairedSamplesStatisticsClassTestNMeanStd.DeviationStd.ErrorMeanControlclasspretest3077.90002.18695.39928posttest3078.53332.09652.38277Inordertocomparewiththeexperimentalclass,IdidamatchedsamplesTtestontwotestscoresofcontrolclass.TheresultsareshowninTable4-7.Thetableimpliesthatthescoregapofcontrolclassinpre-testandpost-testisonly0.63.Wemustadmitthatthestudentsofcontrolclasshavemadeprogressinthethree-monthlearning,however,itisnotasmuchandobviousasthestudentsofexperimentalclass.Table4-8PairedSamplesTestPairedDifferences95%ConfidenceIntervaloftheclassDifferencetdfSig.(2-tailed)Std.Std.MeanDeviatioErrorLowerUppernMeanpretest--1.31Coclass-.633331.82857.33385.04947-1.89729.068posttestntrol613TheTvalueis-1.897andPvalueis0.068,greaterthan0.05,whichshowsthatthereisnostatisticalmeaningandconsequentialdifferenceincontrolclassbetweenpre-testandpost-test.TheresultsofthetablesindicatethattheusageofformativecanhelpthestudentsconstructtheirEnglishlearningmoreactively,andtheteachersalsomakethestudentsbethe-31- AnEmpiricalStudyontheEffectivenessoftheFormativeAssessmenttoEnglishGrammarTeachinginMiddleSchoolcenterofthestudy,inthisway,studentscanreceivetheknowledgepositively.Formativeassessmentalsobeeffectiveinthestudents’learningstrategiesandthecommunicationability.Intheformativeassessment,teachersplayaroleofsupporter,guide,andpartner,whichgivestudentsenoughfreedomtoamplifytheirlearningpotential.What’more,studentsgetthenewskillstoplantheirstudybythemselvesandmonitortheirEnglishgrammarlearningprocess,whichalsostrengthensthemotivationandformsthepositiveattitudetowardstheEnglishgrammarlearning.4.2AnalysisinQuestionnaireResultThesectionistoanalyzetheresultsoftwoquestionnaires.Itwillanalyzethequestionnaireresultsbeforetheexperimentfirstandthengiveanaccountofthepost-experimentresults.4.2.1QuestionnaireSurveyBeforeExperimentAfterapre-experimentquestionnairewasconductedfortheexperimentalclass,fullofthe30questionnaire.TheanalysisoftheconsequenceisshowninTable4-9.Table4-9frequencystatisticsofthequestionnairebeforetheexperimentNumberofquestionsABCD1Numberofstudents210162Proportion6.7%33.3%53.3%6.7%2Numberofstudents55119Proportion16.7%16.7%36.7%30%3Numberofstudents39117Proportion10%30%36.7%23.3%4Numberofstudents28128Proportion6.7%26.7%40%26.7%5Numberofstudents71553Proportion23.3%50%16.7%10%6Numberofstudents57126Proportion16.7%23.3%40%20%7Numberofstudents251013Proportion6.7%16.7%33.3%43.3%8Numberofstudents351210Proportion10%16.7%40%33.3%9Numberofstudents241311Proportion6.7%13.3%43.3%36.7%10Numberofstudents15159Proportion3.3%16.7%50%30%-32- 辽宁师范大学硕士学位论文11Numberofstudents121017Proportion3.3%6.7%33.3%56.7%12Numberofstudents521013Proportion16.7%6.7%33.3%43.3%13Numberofstudents241014Proportion6.7%13.3%33.3%46.7%14Numberofstudents12819Proportion3.3%6.7%26.7%63.3%15Numberofstudents13224Proportion3.3%10%6.7%80%Thispre-questionnaireistoresearchthestudentsfromthreeaspects:thelearningmotivationtowardsEnglishlearningandGrammarlearning(1-7),thestudent’smeta-cognitivestrategy(8-11),andtheattitudetoformativeassessment(12-15).Tobeginwith,thefirstsevenquestionsimpliesthat40%ofthestudentsareinterestedingrammarlearning;about67%ofthestudentsworryaboutthetaskofgrammarlearning;andonly24%ofthestudentshavethepositiveattitudetogrammarlearning.Therefore,wecanconcludethatmoststudentsarenotinterestedingrammarlearningandhaveanegativeattitudetoit.Secondly,questions8-11aredesignedtoinvestigatestudents’meta-cognitivestrategy.Asitislistedinthetable,only27%ofthestudentsthinktheirabilityofmasteringgrammarisgood;asfortheaccuracyofusinggrammar,80%ofthestudentsthinktheyarenotexcellent;asforthediversityofusinggrammar,90%ofthestudentsaren’tsatisfiedwiththemselves.Lastly,thefinalquestionsareaimedatknowingtheirattitudetowardsformativeassessment,about77%ofthestudentsdon’tliketheunittests;only20%ofthestudentsaresatisfiedwiththeassessmentfromtheteacher;andonly80%ofthestudentsstillneedtoworkhardinEnglishgrammarlearning.Inotherwords,beforetheexperiment,alargeamountofstudentshavesomedifficultyinEnglishgrammarlearning.4.2.2ResultsofQuestionnaireAftertheExperimentAftertheexperiment,apost-questionnairewasconductedinordertoseethechangesofstudentsinexperimentalclass.AndthechangesisshowninTable4-10.Table4-10frequencystatisticsofthequestionnaireaftertheexperimentNumberofquestionsABCD1Numberofstudents414111Proportion13.3%46.7%36.7%3.3%2Numberofstudents76143-33- AnEmpiricalStudyontheEffectivenessoftheFormativeAssessmenttoEnglishGrammarTeachinginMiddleSchoolProportion23.3%20%46.7%10%3Numberofstudents511122Proportion16.7%36.7%40%6.7%4Numberofstudents411132Proportion13.3%36.7%43.3%6.7%5Numberofstudents91731Proportion30%56.7%10%3.3%6Numberofstudents77142Proportion23.3%23.3%46.7%6.7%7Numberofstudents36138Proportion10%20%43.3%26.7%8Numberofstudents46119Proportion13.3%20%36.7%30%9Numberofstudents45138Proportion13.3%16.7%43.3%26.7%10Numberofstudents26166Proportion6.7%20%53.3%20%11Numberofstudents13422Proportion3.3%10%13.3%73.3%12Numberofstudents75108Proportion23.3%16.7%33.3%26.7%13Numberofstudents47109Proportion13.3%23.3%33.3%30%14Numberofstudents451110Proportion13.3%16.7%36.7%33.3%15Numberofstudents55317Proportion16.7%16.7%10%56.7%Thepost-questionnaireisasthesameaspre-questionnaire.Theaimofquestionnaireistoresearchthechangesofstudentsinexperimentalclass.AsforthelearningmotivationtowardsEnglishlearningandGrammarlearning(1-7),60%ofthestudentsthinkthattheEnglishgrammarlearningismoreinterestingthanbefore;50%ofthestudentsaremoreconfidentwithgrammarlearning;and87%ofthestudentsfeelbetterinEnglishgrammarlearning.Then,asforthestudent’smeta-cognitivestrategy(8-11),thestudentsaremoreawareofusingmeta-cognitivestrategythanbefore.24%ofthestudentsthinktheycanbettermasterthegrammarandimprovetheaccuracyanddiversity,theamountofthestudentsincreases.Lastbutnottheleast,thefinalfourquestionstowardtheattitudeaboutformative-34- 辽宁师范大学硕士学位论文assessment(12-15).Itdemonstratesthatmoreandmorestudentsfeelbetterabouttheunittestthanbefore,30%ofthestudentsthinkthatteachersandparentshaveplayedanimportantroleinEnglishlearning,and34%ofthestudentsarenowsatisfiedwiththeirlearningperformance.4.3DataAcquiredfromInterviewsInterviewisaveryeffectivewaytocollectthefirst-handinformationaboutthestudents’learningcondition,learningattitudeandsomeotheraspects.Duringthetalkingwithstudents,teacherscanrealizethefeelingsandopinionsofstudents.Abriefinterviewcanbedoneatanytimeintheclassroom,oritcanalsobeusedtoeachlesson.Thequestionsofinterviewcanbedesignedaccordingtotheneedsofindividualstudentsandteachingrequirements.Comparedtotheotherwayssuchasquestionnaireorobservation,interviewcanhelpusgetthedirectinformationandseetherealemotionalreactionssoastocheckwhethertheexperimentiseffective.Theauthorinterviewedl0studentsrandomlyintheexperimentalclassduringsomesparetimeofstudents.Atthesametime,theauthorinterviewed10parentsaftertheparents"meetingattheendofthefirstsemesterintheexperimentalclass.Theinformationthatcollectedfromtheseinterviewsisanalyzedinthefollowing.Thequestionsofthetwointerviewscanseebelow:Questionsforstudents:1.Howisyourschoollife?2.HowlonghaveyoulearnEnglish?3.DoyouthinkgrammarisveryimportantinlearningEnglish?4.InwhichaspectsdoyouhavedifficultyinlearningEnglish?5.WhatisyourmotivationoflearningEnglish?6.Doyouknowanythingabouteducationassessment?7.Doeverusedformativeassessmentinyourdailystudy?8.Doyouhavetheexperiencesofgroupwork?Whatwasit?9.WouldyouliketoaddthecooperationinyourEnglishlearning?10.Canyoutakeanactivepartingroupwork?11.Howdoyoulikeportfolio?12.DoyouthinkthemodeofportfolioishelpfulinyourEnglishgrammarlearning?13.Doyouthinktheevaluationfromyourteachersisaccurate?14.Istherediscrepancybetweentheyourself-assessmentandteachers’assessment?15.InwhichaspectsdoyouthinkneedtoimproveinEnglishgrammarlearning?Questionsforparents:1.IsyourkidinterestedinEnglish?2.Doeshe/shehaveastrongwillingnesstolearningEnglish?-35- AnEmpiricalStudyontheEffectivenessoftheFormativeAssessmenttoEnglishGrammarTeachinginMiddleSchool3.Dohe/shehaveanychangesinattitudeduringthissemester?4.Doyouthinkthenewevaluationmethodisbeneficialtoyourchild?5.WhatplansdoyourchildhaveforthefutureEnglishlearning?Someoftheinterviewswithstudentscanseebelow:“IthinkmyschoollifeisgoodandIbegantolearnEnglishattheageofsix.IthinkEnglishisveryinterestingwithoutgrammar,becausegrammarissodifficultthatIcannotmasterwellevenIknowgrammarisimportantinmyEnglishlearning.IlikethegroupworkintheclassasIcancommunicatewithmyclassmatesandteachers,itisagoodwaytomakeprogress.AndIenjoytheevaluationfrommyteacherbecauseIcancorrectthemistakes.AndatthefirstIwasunfamiliarwiththeportfolio,butnow,IthinkitreallyhelpsmewiththeEnglishlearning.Now,IthinkIamstillweakinthegrammarandwriting.Imustworkhardtoimprove.”“IlikemyschoollifebutIdon’tlikelearningEnglish,IamgoodatmathbutnotconfidentinlearningEnglish.Tobehonest,IthinkEnglishistoohardtolearn.Ican’trememberthenewwordsandthegrammarwellbutIthinkEnglishisimportantsoImustlearnit.Ienjoytheportfoliotosomecontent,itconcludestheprocessofmylearning.ItistruethatIammoreactiveintheEnglishclassroomandtheevaluationfrommyteacherisalsohelpfulinimprovingmylearning.Inthefuture,Imustmakeuseoftheformativeassessmenttomakemoreprogress.”“IhavenomotivationinlearningEnglishbutIhavetolearnitasitisthecompulsorysubjecttogototheuniversity.Idon’thavetherelatedfoundationofEnglish.AndIdon’tliketheteachersandparentsevaluatemejustbythefinalscore,IreallyworkedhardevenIdidn’tgetthegoodresult.IlikethegroupworkbecauseIcanhideinmygroupandsharetheresultofmyclassmates.IalsothinkportfolioisalittlebithardformebecauseIhadrareprogressduringeachexamination.AndIdon’tthinkmyteacherhasseenmyhard-workinginleaningEnglish.”Someoftheinterviewswithparentscanbeseenbelow:“Comparedwithothersubjects,mykiddidbetterinEnglish.Hedidhomeworkallbyhimself,whichwasacomforttome.Inthissemester,hehavechangedalot,forexample,hedidsomepre-review,whichsurprisedme.Throughthenewevaluationmethod,mykidpaidmoreattentiontohisdailyperformanceandinthefinalexaminationhealsodidabetterscorethanbefore.HetoldmehewantedtobecomeanEnglishteacherinthefuturesomustsetthefoundationofEnglish.”“MykidhasnointerestinEnglishsincehebegantolearnEnglish,frankly,IhavenoexpectationwithhisEnglishstudy.HealwaysputtheEnglishhomeworkintheendbecausehedidnotknowhowtodealwithit.However,byusingthenewevaluationmethod,hetoldmeEnglishmaybenotdifficult,heshouldmemorizesomewordsandcometothesentence,tothepassagegradually.Iamsohappybecausehecanthinkabouthisstudyandgettorealize-36- 辽宁师范大学硕士学位论文thedisadvantageandadvantages.Now,heismoreconfidentinleaningEnglish.”“Thegreatchangeofmydaughterinthissemesteristhatshehasaclearaimofherstudy.Shealwayscommunicateswithusaboutstudyandherschoollife.IamreallyhappyasIcanwitnessmydaughtermakingprogresseveryday.ShetoldmehewanttogoabroadtolearnmorenativeEnglishbecauseshewanttobeanEnglishinterpreterinthefuture.Asparents,wewishherdreamwillcometrueandwewillsupportatanytime.”ThusitshowedthatbothstudentsandparentshavegotanewunderstandingofEnglishlearningafterfewmonthsofusingformativeassessment.MoststudentsagreedthatthisnewevaluationmethodisusefulandtheyaremoreinterestedinEnglishlearning,nowtheypaymoreattentiontotheprocessoflearningandknowtheadvantagesanddisadvantagesofthemselves.Andtheparentsarewillingtoseethechangesoftheirchildren.Insteadofpursingthehighscore,theyhavegotmoreduringthissemester.SowecandrawasafeconclusionthattheformativeassessmentisaneffectivemethodinimprovingtheEnglishstudy.4.4DataFromthePortfolioPortfoliotakethestudentsasthecenter,itcanreflectthegrowthofstudentsfromvariousaspects,anditisalsothevitalreferenceforstudentstosetthelearninggoalsanddotheself-assessment.Formativeassessmentisakindofprogressassessment.Studentscanputtheassessmentformsfromthemselves,teachersandclassmatesintoit.Inaddition,thestudentscanputthehigh-scorepaper,thewell-donehomeworkorsomethingsothersintoit.Afterthesemester,theportfolioofeachstudentsisfullandrich.Tosomecontent,portfolioisausefulmethodinrecordingthestudents’wholeprocessofthelearning.Theconcreteoperationprocessasfollows:1.Tellthestudentssomebasicinformationaboutportfolio,andgivesomesamplestothem.Introducewhattheportfolioisandwhatitisusedforcarefullytostudents.2.Establishtheportfolioforeachstudents.AskstudentstoputtherelatedthingsoftheirEnglishstudyintotheportfolio.3.SetuptheevaluationcriteriaonthebasisoftheNewCurriculumStandardandtutorthestudentstoenrichandpolishtheirportfolio.Thefollowingformsaretheblankformsthatusedforhandingouttostudentstofill,andstudentscanimprovetheirlearningaccordingtothefeedbackfromtheforms:(AppendixE)Students’Self-assessmentFormName:_______Time:_______GrammarproblemsRating(A-excellent,B-qualified,c-effortsrequired)Tense-37- AnEmpiricalStudyontheEffectivenessoftheFormativeAssessmenttoEnglishGrammarTeachinginMiddleSchoolClauseWordsusingThinkofyourselfasthestrugglinglevelofgrammartestStrengthsItemstobeenhancedandstrengthenedPeer-assessmentFormNameofevaluator:____Nameofthewriter:______Time:______GrammarproblemsRating(A-excellent,B-qualified,c-effortsrequired)TenseClauseWordsusingThinkofthisstudentsasthestrugglinglevelofgrammartestItemstobeenhancedandstrengthenedMistakestobeavoidedTeachers’AssessmentFormGrammarproblemsRating(A-excellent,B-qualified,c-effortsrequired)TenseClauseWordsusingStandardofendeavormadeinthetestNeedtobeimprovedMasteredgrammarlearningmethodsornot-38- 辽宁师范大学硕士学位论文Theresearchshowsthatallsortsofformativeassessmentmethods,especiallytheportfolio,hasthegreatinfluenceonthestudents"learningstrategies.Insettinguptheportfolio,studentsmustfinishhishomeworktasksaccordingtotherequirementsoftheclasscontentandcurriculum,thisprocessisactuallyacognitivestrategythatstudentsconstructtheirownknowledgesystem.Inadditiontocultivatethestudents"independenceandself-confidence,studentsareaskedtoaffirmthestandardandselectthecontenttoanalyze,tocompare,andtoreflect.Itisalsoaself-regulationstrategy.Besidesthese,portfoliocangreatlystrengthenstudentslearningmotivation,inspiretheirinterestinEnglishlearning.Sotheportfolioasamethodofformativeassessmentisaneffectivewayforstudentstoimprovetheirlearning.-39- AnEmpiricalStudyontheEffectivenessoftheFormativeAssessmenttoEnglishGrammarTeachinginMiddleSchoolChapter5.ConclusionThischaptermainlydiscussesthemajorfindingsoftheresearchanddemonstratesthattheformativeassessmentiseffectiveinEnglishgrammarlearning.Inaddition,italsoputforwardthelimitationsofthewholeresearchandimplicationsforthefuturestudy.5.1MajorFindingsAfterthe8monthsresearch,formativeassessmentwasappliedintheexperimentalclassduringtheEnglishgrammarlearning.Beforetheresearch,somestudentsarenotveryinterestedinEnglishandhavedifferentdifficultiesingrammar.Theauthordesignedandconductedthisresearchwiththepurposeofraisingthestudents’interestinlearningEnglishgrammaranimprovingthecurrentsituationofgrammarlearning.Theauthordidthequestionnaire,grammartests,interviewandsomeothermethodstocarryouttheresearch,andanalyzedtheresultsoftheseinstrumentsbytheSPSS.20.0andT-testsoastoanswerthethreeresearchquestions.Asforthefirstquestion,firstofall,aftertheconversationwithsometeachers,theauthorhasfoundthatmanyteacherstookthetextbookastheonlyguide.Theylackthedetainedteachingguidanceandtheyconductedtheirteachingproceduresjustaccordingtothetextbook,andtheaimoftheirteachingseemstoteachthetextbookonly.Secondly,someteachersthoughtthatthereasonthattheyteachthegrammarisjustbecauseofthecurriculumoftheseniorentranceexam.Duringthegrammarteaching,someteachersareteachingtherules,insteadofteachingtheconnectionwithlifeandstudy.Thirdly,theteachingpatternofgrammarissimple.Studentsregardthegrammarclassastheclassofteachingrulesanddoingthepractice.Thispatternmakestheteachersasthemainbody,soitwillmakestudentsfeelboringandlosetheinterestandmotivation.Lastly,studentslacksthemotivationtolearngrammar,motivationisaninsidestatethatcanarousethestudentstotakeactionstosatisfythemselves.Withthestrongmotivation,studentscanmastergrammarinabetterway.Allthesefactorsarethecurrentsituationofgrammarteachinginjuniormiddleschool.Andbesidesthesefactors,thelimitedclasstimealsocanbeainfluencefactorforthegrammarteachinginEnglishclass.ThesecondquestionisthatwhetherformativeassessmentplayanactiveroleinEnglishgrammarlearninginjuniormiddleschoolbasedonthequestionnaire,grammartests,interviewsandportfolio.Aftertheresearch,theanswerisdefiniteyes.Afterthe8monthsresearch,studentsaremoreactiveinEnglishlearning,notjustintheoneaspectofgrammar.Thisiswitnessedbythemselves,classmates,parentsandteachers.AndthelastquestionisabouttheprinciplesinimplementingtheformativeassessmentinjuniormiddleschoolEnglishgrammarlearning.Tocorrectthephenomenonthatemphasizetoomuchonsummativeassessmentandthetendencyofignoringtheformativeassessment,it-40- 辽宁师范大学硕士学位论文isnecessarytodeeplyreformthecurrentevaluationsystem,andthereformshouldreflecttheoverallgoalofforeignlanguageteaching.AccordingtotherequirementsofHighSchoolEnglishCurriculumStandards(experimentaldraft),inthereformingoftheexistingevaluationsystem,weshouldfollowtheprinciplethatevaluationmechanismshouldservetheteachinggoals.Thereareafewprinciplesasfollows:1.TheprincipleofscientificIntheevaluationofprimaryandmiddleschoolforeignlanguagelearning,therearenotonlythelanguageknowledgelanguageskillsandcommunicationskills,butalsoincludesthelearningprocessofemotion,attitude,value,learningstrategies,culturalawarenessandthepotentialdevelopment.Itisnecessarytoattachthesameimportancetoformativeassessmentandsummativeassessmenttoensurethescientificevaluation.Theevaluationshouldincludethetestevaluationandnon-evaluation.Andeveninthetestevaluation,weshouldpayattentiontotestingthepracticalabilitytouselanguage,insteadofputtingparticularstressontestingthelanguageknowledgeandform,andtrytoensurethereasonableproportionoflistening,oraltestandwrittentest,andthereasonableproportionofsubjectiveandobjectivequestions.2.TheprincipleofguidingLearningassessmentshouldbeconductivetopromotetherealizationofteachinggoals.Therefore,onthepremiseofpayingfullattentiontoevaluatingthestudents’languageknowledgeandskills,itisnecessarytouseformativeassessmenttopromotethestudentstomaintainapositiveattitudebythenon-testevaluationsoastoformtheeffectivelearningstrategiesandtheconsciousnessofcross-culturalcommunication,andthisiswhathasbeenneglectedpreviously.Therefore,puttingtheformativeassessmenttoanimportantpositioninlearningevaluationisasignificantlinkofimplementingtheevaluationreform.Theevaluationshouldhavedoublefunctions---boththefunctionofselectionandthefunctionofserviceforthedevelopmentofstudents,andthelateroneshouldbethekeypointoftheevaluationreform.3.TheprincipleofdiversityTheevaluationformsmustbevarious,especiallytheformativeassessment,wecannotonlyusetheteacherassessment,butalsoputtheself-assessmentandpeer-assessmentintouse.Intheformativeassessment,teachersneedtochangetherolesgradually,fromtheroleof“examiner”totheroleof“cooperator”withstudents,soastocompletetheevaluationtogether.Arequirementofformativeassessmentistogivethestudentstherighttoselectanddecision-making.Thestudentscandecidetheevaluationcontentandform,ratherthanstipulatedonlybyteachers.Itishelpfultodevelopthestudents’creativityandpracticalability.4.Theprincipleoffeasibility.-41- AnEmpiricalStudyontheEffectivenessoftheFormativeAssessmenttoEnglishGrammarTeachinginMiddleSchoolPutthesameemphasisonbothformativeassessmentandsummativeassessmentinimplementingtheevaluation,itisboundtobreaktheoriginalpatternofevaluation.Therefore,itisnecessarytomakeiteasyandsimpleenoughinthespecificoperation,inordertoreducetheburdenofbothteachersandstudents.Iftheevaluationprocessistoocomplicated,itwillinfluencetheeffectofevaluation,suchastheattitudesofstudentsorteachers,besides,ifboththeschemeandmethodofevaluationarescientific,however,theimplementationisnoteffectiveenough,itwilllosethemeaningofevaluating.Therefore,weneedtopayattentiontothefeasibilityinmakingtheevaluation.Onlyinthisway,wecantrulyconducttheevaluationeffectively.5.2LimitationsoftheStudyNeverarosewithoutaprick,therearesomelimitationsoftheresearch.Firstly,theresearchtimeisnotaverylongperiodoftime.Ifthereissufficienttimefortheauthortoconducteachstageoftheresearch,theimpactonthestudentsofformativeassessmentwillbegreater.Secondly,thesamplesizeoftheresearchisnotenough,theresearchjustconductedinonlytwoclassesofoneschool.Limitedbythenumberofstudents,theresearchresultsarenotinsightfulandthevalidityandreliabilityoftheresultwillbebetter.Thirdly,theresearchiseffectedbythestudents’attitudeandmotivation.Somestudentscan’tfocusonthewholeprocessoftheresearch.Atfirst,studentsareveryinterestedinthenewevaluationmethod,however,theyarenotasactiveasthebeginning,whichalsoinfluencetheresearchresults.Fourthly,beinglackofthepracticalexperience,theauthorjustanalyzedsomequestionssuperficiallyandthedepthofthediscussionisnotenough.Allinall,theresearchisnotperfect,theresearchneedtotakemoreaspectsintoconsideration,theauthorwilldothefurtherresearchtoconsummatethedeficiencies,whichincludesthemoresample,sufficienttimeandpracticalexperiencetocontributesomeeffortstothepopularizationandimplementationofformativeassessment.5.3ImplicationsforFutureStudyDuringthewholeprocessoftheresearch,wecandrawsomepracticalandbeneficialimplicationsfromthefutureresearchasfollows:Firstly,studentsshouldhaveadecorousattitudetolearnEnglish.TheyshouldrealizetheimportanceoflearningEnglishinthecurrentsociety.Teacherscanhelpstudentsknowtheadvantagesanddisadvantagesofthemselvessoastotraintheirpracticalabilityandinnovationability.Secondly,teachersshouldputthestudentsintheirownposition.Teachersmustembodythestudents’dominantroleduringtheconductingoftheformativeassessment.Studentsneedtotakepartinsettingthegoalsandthegoalsshouldberealisticforthelevelofstudents.In-42- 辽宁师范大学硕士学位论文thisway,studentscanbuildtheself-reflectionabilityofthemselves.Thirdly,teachersshouldgivethefeedbackintime.Insteadofthescoresorgrades,teachersshouldprovidethedetailedfeedback.Forthegoodparts,teachersshouldpraisethestudentstimelyandforthepartsthatisnotverygood,teachersshouldgivesomesuggestionsandcommunicatewiththestudents.Inaddition,teachersneedtohelpstudentsusethelearningstrategiesofthemselves.Fourthly,teachersshouldupdatetheirteachingconcepts.Insteadoftheroleofexaminer,teachersshouldbethepartnerofthestudents.Theyneedtoresearchthestudents’developmentinthestudentsperspective,discusswiththestudentsandhelpthemimprovethelearningstrategies.TheresultoftheresearchindicatesthatformativeassessmentismoreeffectivethantraditionalassessmentinEnglishteaching,andithelpstoimprovestudents"Englishscoresanddailyperformances.What’more,therearestillsomelimitationandthereismuchworktodointhefuture.5.4ConclusionGenerallyspeaking,itissurgetoreformthecurrentevaluationsystem.EnglishclassroomassessmentisveryimportantinourEnglishteaching,weneedtounderstandtherelationshipbetweenevaluationandteaching,notonlystayinthesurfaceofevaluation,buthighlightthedominantpositionofstudents,discoveranddeveloptheirpotentialinlearningthroughtheevaluation.Atfirst,thisthesismadeabriefintroductionofcurrentsituationofgrammarlearningandsomedetailsaboutformativeassessment,whichinvolvesdefinition,characteristicsandsooninChapterOneandChapterTwo.Andthen,theauthorintroducedtheinstrumentsandexperimentprocessofconductingformativeassessmentonEnglishgrammarlearninginChapterThree.Theinstrumentsinvolvesquestionnaire,grammartests,interviewandportfolio.Andastheemphasisofthethesis,ChapterFouranalyzedthedatafromtheeachexperimentstageandansweredthequestionsoftheresearch.Atlast,intheChapterFive,therearesomerealisticprinciplesabouthowtoconducttheformativeassessmentandtheauthoralsoputforwardsthelimitationsandimplications.Theapplicationoftheformativeassessmenthasagreatinfluenceonthestudents"Englishlearningmeta-cognitivestrategies,italsohelpsstimulateandstrengthenthestudents’learningmotivationandattitude.Aftertheimplementationofformativeassessmentapplication,studentsgotahigherscorethanbefore.Obviously,inthestudents"Englishlearningprocess,formativeassessmenthasmoreadvantagesthanthetraditionalsummativeassessment.Thequantitativedataandqualitativedatawerecollectedthroughtheexperimentsoftheresearchverifiedtheeffectivenessoftheformativeassessment.Accordingtotheexperiment,comparedwithtraditionalsummativeassessment,the-43- AnEmpiricalStudyontheEffectivenessoftheFormativeAssessmenttoEnglishGrammarTeachinginMiddleSchoolformativeassessmentcanbemoreeffectiveinstrengtheningthestudents"Englishlearningmotivation,studentsbecomemoreinterestedinleaningEnglish,whichpromptsthestudentstoworkhardertogetabetterevaluation.Andtheapplicationoftheformativeassessmentmakesstudentsbemoreconfident,andthereisnowonderthattheirEnglishlearningisgettingbetterandbetter.AlthoughtheformativeassessmentinChinaisnotinplace,butthegoodnewsisthatthevastmajorityofteachersandstudentshavetheconsciousnessofusingformativeassessmentandtrytoputitinpractice.Theauthorbelievesthatthroughtheeffortsandpromotionofscholarsandteachers,formativeassessmentwillbegraduallybroughtintoEnglishteaching,anditsadvantageswillalsobereflectedintheEnglishteachinginthefuture.-44- 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辽宁师范大学硕士学位论文AppendixATheTestBeforeExperiment1.单项选择。(2.5x15=30)1.---Howdoyouusuallycometoschool?---Iusually______toschool.A.onfootB.bybusC.bythebusD.takeabus2.---What’sontheteacher’sdesk?---______abookandsomeflowersonit.A.ThereisB.ThereareC.HaveD.Has3.---______doyouhaveaPEclass?---Twiceaweek.A.HowlongB.HowmanyC.HowoftenD.Howfar4.Listen!Ihearthegirl______inthenextroom.A.singingB.singsC.tosingD.song5.Listen!Tom______anEnglishsongnow.A.issinging;issingingB.issinging;singsC.sings;singsD.sings;issinging6.---What’sthematter?---Thereis_____withmybike.Itdoesn’twork.A.somethingwrongB.wrongsomethingC.nothingwrongD.wrongnothing7.---Howlongcanhe_____thisbook?---Twoweeks.A.keepB.borrowC.returnD.get8.______pandasareveryshy,______pleasebequiet.A.Because;soB.Because;/C./;/D.So;/9.Kateis______yearsoldthisyear.It’sher______birthdaytoday.A.twenty;twentythB.twentieth;twentyC.twenty;twentyD.twenty;twentieth10.---Wherearemykeys,Dad?Ican’tfindthem.---Look!They’reunderthetable.Youmust______.A.putthemupB.putthemonC.putthemawayD.putawaythem11.Theydon’tneed______hotwater.A.somemoreB.moresomeC.anymoreD.moreany12.Thereisnot______inthebook.You’dbetternotreadit.A.somethingintererstingB.interestingsomethingC.interesinganythingD.anythinginteresting13.Shanghaiisbiggerthan______inChina.A.anyB.anyothercityC.anycitiesD.anyothercities14.Iwalked_____thepostofficeeveryday.A.pastB.passedC.passD.passes15.Wewenttoourteacher.Hegaveus_________.A.someadviceB.advicesC.anadviceD.someadvices-47- AnEmpiricalStudyontheEffectivenessoftheFormativeAssessmenttoEnglishGrammarTeachinginMiddleSchool2.完形填空。(2x10=20)Summerholidaysarecoming.Wheredoyouplan____foryourholidays?First,youmustknowtheweather____differentareasinAugust.InEngland,it’shotandit____alot.IfyouareinEngland,you’dbetter____anumbrellawhenyougoout.It’s____inAustraliainAugust,butit’snotverycold.Augustisthebesttimetogothere.Ofcourse,pleaseremember____warclothes.ButinmostpartsofChina,it’shotinAugust.Thesunshines____inthemorning.Youneedtowearsunglasses,aT-shirtandshorts.Butintheafternoon,sometimesitrainssuddenly.Andlater____.Itmaygetfineagain.InKunming,China,theweatherisalways____alltheyearround.It’sagoodplace____yourholidays.1.A.goB.goesC.togoD.going2.A.forB.inC.ofD.from3.A.rainB.rainingC.torainD.rains4.A.takeB.totakeC.takingD.takes5.A.SpringB.fallC.summerD.winter6.A.WearB.towearC.wearingD.wear7.A.brightB.BrightlyC.StrongD.strongly8.A.inB.onC.atD.for9.A.fineB.coldC.hotD.rainy10.A.spendB.tospendC.spendsD.spending3.按要求改写下列句子。（2.5x10=25）1.MysisterreadaninterestingbooklastSunday.(改为否定句)Mysister_________aninterestingbooklastSunday.2.Wearelisteningtopopmusicnow.(对划线部分提问)________you____now?3.LiuHongwantstobeanEnglishteacher.(对划线部分提问)______LiuHongwantstobe?4.WehavetowearsportsshoesinPEclasses.(改为一般疑问句)____you________wearsportsshoesinPEclasses?5.Mysisteristhinwithblondecurlyhair.(对划线部分提问)________yoursister________?6．Itisthreekilometersfromheretoyourschool?(就划线部分提问)____________________itfromheretoyourschool?7.Herideshisbiketoworkeveryday.(改为同义句)He____________work_____________everyday.8.IwanttoseethedentistbecauseIhaveatoothache.((就划线部分提问)_____________you_______toseethedentist?9.Youshouldeatsomething.(改为否定句)You__________eat________.10.Jackplaysfootballonceaweek.((就划线部分提问)_________________Jack______football.-48- 辽宁师范大学硕士学位论文4.用括号内所给词的适当形式填空。(2.5x10=25)1.Listen!Someboys______(sing)anEnglishsong.2.Thescarfis______(make)ofwool.3.Look!Here______(come)Simon.4.Iwillspend10moreminutes____(wait)foryouattheschoolgate.5.Wecallthetreewith______(colour)thingsaChristmastree.6.LetJohn_____youtocarrythebags.(help)7.Idon’tknowwhat____forthefashionshow.(choose)8.Wouldyoulike____(give)theapplestothelittlechild?9.---who____(write)bestinyourclass?---Marydoes.10.Tom’sshoesarethesameasthosefootball____(play)-49- AnEmpiricalStudyontheEffectivenessoftheFormativeAssessmenttoEnglishGrammarTeachinginMiddleSchoolAppendixBTheTestAftertheExperiment1.单项选择。(2.5x15=30)1.---Couldyoubuy______milkforme.please?---Sorry,Idon’thave______money.A.some:someB.any;anyC.any;someD.some:any2.Wouldyoulike_____athomeorgoforawalk?A.tostayB.stayingC.stayD.stays3.Idon’tmind____thewindow.A.ToopenB.openedC.openingD.iscoming4.Mywordsmadehim____verysad.A.feelsB.feelC.tofeelD.felt5.Chinaisacountry____alonghistory.A.hasB.haveC.inD.with6.Thelibraryisagoodplace______books.A.tolookB.toseeC.towatchD.toread7.Mr.Whitehastwochildren._____isadoctor,and_____isanurse.A.One;anotherB.One;othersC.One;otherD.One;theother8.We’resotired.Let’sstop_____.A.HavingarestB.tohavearestC.havearestD.hasarest9.There_____apenandtwobooksonthedesk.A.haveB.hasC.isD.are10.Theriverruns_____thecenterofthecity.A.acrossB.throughC.crossD.pass11.Mygrandfather______abadcoldandwas______lastweek.A.catches;inthehospitalB.hascaught;inthehospitalC.caught;inhospitalD.catched;inhospital12.---ShallIclosethedoor?---No.______itopen.A.MakeB.TryC.PullD.Leave13.Lookatthechildren.______theyarelaughing!A.HowhappyB.HowhappilyC.WhathappyD.Whathappily14.What______usefulbookitis!A.aB.anC.theD./15.TheYellowRiveris______riverinChina.A.thelongestB.thelongerC.thesecondlongerD.thesecondlongest2.完形填空。(2x10=20)Myparentsandialllikeanimals_____.Ilike_____,becausethey’revery____,_____therearen’tanypenguinsinourcountry.Myfather____dolphins.Hesaystheyarenotugly____foolish.Helikestigers,too.Butmymother____them.Shesaystigersaretooscary.She;olespandas,becausetheyareinterestingand____shy.Ilikeoandas,too.____Sundaysweoftengotothezooand____agoodtimethere.-50- 辽宁师范大学硕士学位论文1.A.verymuchB.muchC.veryD.many2.A.penguinB.penguinsC.penguinesD.apenguines3.A.cuteB.easyC.hardD.ugly4.A.andB.soC.butD.or5.A.likeB.likingC.likesD.islike6.A.andB.orC.butD.so7.A.don’tlikeB.doesn’tlikeC.doesn’tlikesD.isn’tlike8.A.akindB.kindsofC.kindofD.akindof9.A.AtB.OnC.InD.To10.A.haveB.tohaveC.hasD.having3.按要求改写下列句子。(2.5x10=25)1.Mikewenttherebybus.(改为一般疑问句)______Mike_____therebybus?2.It’sSundaytoday.(对划线部分提问)____________isittoday?3.Didtheygooutforawalkaftersupper?(作否定回答)No,____________．4.Whatanimaldoyoulikebest?(改为同义句)_____isyour_____animal?5.Theboyswenttoplaysoccerlastweek.(改为现在进行时)Theboys___________soccernow.6.Ihavealotofmoney,butI’mnothappy.(改为同义句)________Ihavealotofmoney,I’mnothappy.7.Tonydoeshishomeworkeveryevening.(改为一般问句)_____Tony______hishomeworkeveryevening?8.Thisstoryisn’tinteresting.Ithink(合为一句)I______thinkthisstory_____interesting.9.Tomgetsupat6:00everymorning.((就划线部分提问)___________Tom_____upeverymorning?10.in,vacation,on,Rizhao,are,people,there,many(连词成句)_________________________________________.4.用括号内所给词的适当形式填空。(2.5x10=25)1.TheChineselike____(eat)differentkindsoffood.2.Whatday____(be)islastweekend?3.Shecan____(speak)muchEnglish.4.It’scoldoutside.____(notopen)thedoor,please.5.Mysister____(like)Englishverymuch.6.Peter____(see)aninterestingtalkshowonTVjustnow.7.Look,they____makekites.8.Igetupabout6:00.ThenI_____(take)theNumber8bustoschool.9.Jimwouldlike____(play)computergames.10.Lastweektheteacheraskedtenstudentswhatthey____(do)lastweekend.-51- AnEmpiricalStudyontheEffectivenessoftheFormativeAssessmenttoEnglishGrammarTeachinginMiddleSchoolAppendixC调查问卷表亲爱的同学们：大家好！感谢大家在百忙之中为我回答问卷，此问卷为匿名问卷，不涉及您的个人隐私，主要是为了了解大家对英语语法学习的一些观点和看法，请大家根据自己的实际情况回答以下问题。问卷不会对您有任何影响，请认真填写本问卷，再次感谢！性别：_____年龄：_____班级：_____学习英语___年1.你喜欢英语课吗？A.很喜欢B.喜欢C.一般D.不喜欢2.我对英语语法学习___A.很感兴趣B.感兴趣C.一般D.不感兴趣3.我觉得语法学习在英语学习中的地位___A.很重要B.重要C.一般重要D.不重要4.面对语法任务___A.充满信心B.有一定信心C.担心D.很担心5.我在英语语法学习中有很多困难___A.是的B.还行C.有时D.不是的6.我认为和同伴一起复习语法___A.很重要B.重要C.一般D.不重要7.我对学习语法的态度是积极的___A.总是B.经常C.有时D.很少8.我的语法掌握能力___A.优秀B.良好C.合格D.需要努力9.我在运用语法表达上，逻辑性上___A.很强B.良好C.合格D.需要努力10.我在语法使用上，准确性上___A.很强B.良好C.合格D.需要努力11.我在语法使用上，多样性上___A.很强B.良好C.合格D.需要努力12.我对单元测试的态度是___A.感兴趣B.自信C.一般D.讨厌13.我认为教师对于我的学习的评价___A.非常详细B.详细C.基本详细D.不详细14.我认为教师和家长对于英语学习___A.重要B.十分重要C.一般重要D.不重要15.我对自己的英语语法学习情况___A.优秀B.良好C.合格D.需要努力-52- 辽宁师范大学硕士学位论文AppendixD给学生及家长的访谈提纲第一部分：（针对学生）1.你的学校生活怎么样？2.你学习英语有多长时间了？3.你认为语法在英语学习中重要吗？4.你在英语语法学习的哪些方面觉得有困难？5.你学习英语的动机是什么？6.你对教学评价有什么了解吗？7.在你的日常学习中有使用过较多的形成性评价吗？8.你有过关于小组合作的经历吗？那是怎么样的？9.你喜欢在英语学习中加入一些合作学习的方式吗？10.在你的英语课堂学习中你能积极参与到合作中吗？11.你觉得档案袋怎么样？12.你觉得档案袋在提高你英语语法学习积极性方面有帮助吗？13.你觉得教师对你的评价准确吗？14.你对自己的评价和教师对你的评价出入大吗？15.你觉得你在英语语法学习方面有什么需要改进的地方吗？第二部分：（针对家长）1.您的孩子对英语感兴趣吗？2.他/她对英语学习有强烈的意愿吗？3.在本学期您的孩子在英语学习方面有什么变化吗？4.您认为新的评价方法对您的孩子有帮助吗？5.您的孩子在将来的英语学习方面有什么计划吗？-53- AnEmpiricalStudyontheEffectivenessoftheFormativeAssessmenttoEnglishGrammarTeachinginMiddleSchoolAppendixE李虹颖同学档案袋评价内容Students’Self-assessmentFormName:李虹颖Time:2015.12.05GrammarproblemsRating(A-excellent,B-qualified,c-effortsrequired)TenseBClauseAWordsusingBThinkofyourselfasthestrugglingBlevelofgrammartestStrengthsclauseItemstobeenhancedandtheusageofpasttensestrengthenedPeer-assessmentFormNameofevaluator:李虹颖Nameofthewriter:秦禄利Time:2015.12.06GrammarproblemsRating(A-excellent,B-qualified,c-effortsrequired)TenseBClauseBWordsusingAThinkofthisstudentsastheBstrugglinglevelofgrammartestItemstobeenhancedandtenseandclausestrengthenedMistakestobeavoidedthechangeoftheverbs-54- 辽宁师范大学硕士学位论文Teachers’AssessmentFormGrammarproblemsRating(A-excellent,B-qualified,c-effortsrequired)TenseBClauseAWordsusingAStandardofendeavormadeinthetestBNeedtobeimprovedthestructureofthepasttense;thechangeoftheverbs;theadverbialoftimeMasteredgrammarlearningmethodsBornotName：李虹颖Date：2015.12.24Unit:Module5StudyConditionactivethanbeforeStudyStrategyMeta-cognitivestrategy;ConstructivismtheoryStudyResultbetterthanlastmoduleWhethertheStudyMethodsIthinktheusageofnewmethodishelpfultome,anditareRightisconvenientformetoconductWhethertheStudyObjectsyesareRightMastertheGrammarornotyesWhethertheUsageofjustqualifiedGrammarisRightMoreEffortIShouldMakethechangeoftheverbsIcandobetterin...thebasicformsofthepasttenseIdidnotdowellin...thedifferentusageofpasttense;andtheadverbialoftime;-55- AnEmpiricalStudyontheEffectivenessoftheFormativeAssessmenttoEnglishGrammarTeachinginMiddleSchoolAcknowledgementsTimeflies.Graduatelifehavegivemealotofunforgettablememoriesinthistwoyears.Lookbackatmyschoollife,Iwanttoexpressmyappreciationtoalotofpeople.Firstofall,Iwanttothankmyadvisor.Itisshethatgivemeagreatamountdirectionduringmystudy.SheisacarefulandresponsibleteacherandIrespectherverymuch.Thefirstfewdraftsarenotverygoodandsheoftentalkedalotabouthowtoimproveandmodifymythesis.Atthesametime,Iwouldliketothankmyparentsfortheunconditionalsupport.IwanttosaythanksandIloveyou.Andthankstomyfriends,Shadow,MomoandLily.Youarethesunshineofmylife.IamsohappybecauseIhaveyouguys.Afterthegraduation,IwishIcanhaveabrightfuture,andIwillrealizemydream---tobeanEnglishteacher.Atlast,wishalltheteachersandfriendsthebest.-56- ＾ｗ元；為軒－知乂篇＼屋或ｆ懸如；、＼ｃｉ．Ｊ、？＇，，－＂‘＾、＾‘■？：、￥；＾，‘令皆責＞ｌＶ－ｖＭ：＾Ｖ又护＇、一－ｉ、、Ｊ…＇＇－一化Ｉ。＇三Ａ＂．如＊￣－山‘、＞－、、、、、、‘．、、？’ｙ吉ＶＹ＼’；方（＇－’？’難若与＇巧．：凌护幕—公犧巧歐Ｖ…早，＇■’、Ｊ？二＂‘？，八、，、、…■、。、＾矜‘、、Ｖ泌－心‘＇ｒ巧和；，捧ｖｖ古；ｒ／！‘争、．、＾、‘．’＇’、、３、：、、＾、‘：－，．．提柏；為典－Ｈ、．换、亡＇沁‘、、－－‘■？‘心节；：，、、Ｖｃｖ的Ｗ吗换Ｖ＼＼＼，－，请赛芭嘶、＿；鴻祷熱塌、＼￣占；…心尸；‘，：與誠＾＞六叩、：—兴？補？铃’－、＾令‘、－苗’又’产Ｘ批：赴＾ｔ’：皆故減ｔ；游．‘１’、、’‘？’诗歡＇‘－，’＇‘ｔ．’‘’＇Ｘ令、Ｘ：ｖｔ：、５’３；Ｖ托７ｖ‘护气、’；：＾，ｋ４餐乂ｆｒ、＼＇一？？、’＾’‘？、－尸，：＇．；‘…、＾、终專彝，：＼心芝ｒ、。＞也：‘早，一？＇，＇餐）、‘一八＇、、？《＜‘产＂‘，户、占＊、。，ｔｖ、１‘内’＇始，■、Ｖ、Ｌ：；、－—４聲ｖＡ＊‘、＾＾ａ、ｇｖｎｆｖＪ‘．＇啤，＇‘－Ａ’‘？’－心￣“．．Ｖ＇、（，？ｗＶ－，‘？－Ｖ、：／３、／Ｍ。、、、＂？＇、—＾‘－，？＞：：ｒ辦補产巧知器驗禾？Ｐ安讀＾、．與护？革择；’巧护，菊巧搪一＇三＇推’．、瑚＾：’、－‘。．心、尸’．當當厶－心／扭＼ＶＳ吟ｔ一、、迄敏＾‘只、＂．＇、．；、－‘．、＇八．－．六：？‘Ｖ／．：，尚一、〇、、￣、＇？、：片－二‘ｉ、：，【气子ｖ＞＼＾占＾Ｖｘ、气軒嫌纖