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首页> 外文会议>International Conference on Education, Management, Information and Computer Science >An Empirical Study of the Influence of Formative Assessment on Classroom Environment of College English Reading, Writing and Translating
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An Empirical Study of the Influence of Formative Assessment on Classroom Environment of College English Reading, Writing and Translating

机译：形成性评价对大学英语阅读，写作和翻译课堂环境影响的实证研究

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摘要

The study investigated the students' perception of classroom environment of English Reading, Writing, Translating class after increasing the share of formative assessment to 50% through quantitative and qualitative analysis, and explored whether there are influence differences between different level classes and students of three-level proficiency. Results demonstrate that: 1) students' overall perception of classroom environment has improved, especially in the "Classroom Involvement"; 2) there are influence differences between two classes, significant difference presented on five factors, namely, "Students' Cooperation", "Students' Collaboration", "Students' Responsibility", "Equality" and "Teachers' innovation"; 3) after increasing the ratio of formative assessment, the influence of high and medium-level group is positive on all factors while the low-level group show negative influence in "Students Cooperation"; "Teachers' Leading"; "Equality" and "Teacher' innovation".
机译：该研究调查了学生对英语阅读，写作，翻译课程的学生的看法，通过定量和定性分析将形成性评估份额增加到50％，并探讨了不同级别课程和三个学生之间的影响差异。水平熟练程度。结果表明：1）学生对课堂环境的总体看法有所改善，特别是在“课堂上的参与”中; 2）两个类之间有影响差异，五个因素呈现出显着差异，即“学生的合作”，“学生合作”，“学生的责任”，“平等”和“教师创新”; 3）在增加形成性评估的比例后，高中和中级组对所有因素的影响是阳性，而低级组在“学生合作”中显示出负面影响; “教师领先”; “平等”和“教师的创新”。

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