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A Teacher's Formative Assessment Perceptions and Practices in Oral Intermediate English Courses at the Universite de Montreal.

机译：蒙特利尔大学教师在口语中级英语课程中的教师形成性评估认知和实践。

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摘要

During the last twenty years, assessment practices for improving student learning (i.e., self-assessment, peer assessment, feedback) in the classroom has been considered as essential (Black & Wiliam, 1998; Harlen & Winter, 2004; van de Watering & van der Rijt, 2006). In the field of second language learning, however, research in this area is quite limited. In order to address this gap, an exploratory research , based on Colby-Kelly and Turner's (2007) and Lyster and Ranta's (1997)studies has been conducted . The general objective was to understand how formative assessment is practiced in two Intermediate Oral English courses at the Université de Montréal and to compare how these practices are perceived and performed by the teacher and the students.;Three research questions were pursued: 1. What is the nature of formative assessment in a second language classroom setting? 2. Do the teacher's assessment practices reflect what she thinks about formative assessment? 3. What are the coincidences and differences between teacher's perceptions and her students' perceptions regarding the benefits of formative assessment for learning English?;Data collection instruments consist of teacher interview guidelines, students' questionnaire and classroom observation grids. In order to answer the first question, the feedback given by the teacher during the students' oral performance has bee analysed using the types of feedback and uptake in Lyster and Ranta's (1997) report. For the second research question, I interviewed the teacher at the beginning of each session and I elicited her beliefs about classroom-based formative assessment practice. At the end of the session I the teacher's answers have beeb compared and contrasted with her actual performance, which was videotaped during the course. Finally, regarding the third question, teacher's answers in the interviews have been compared with students' answers on a questionnaire – adapted from Colby-Kelly and Turner's one.;The most significant results of this qualitative research are presented and discussed. In the conclusion, directions for future research are proposed.;Keywords: Formative assessment, summative assessment, perceptions, higher education, English as a second language.
机译：在过去的二十年中，评估课堂中改善学生学习（即自我评估，同伴评估，反馈）的实践被认为是必不可少的（Black＆Wiliam，1998； Harlen＆Winter，2004； van de Watering＆van der Rijt，2006年）。然而，在第二语言学习领域，该领域的研究非常有限。为了解决这一差距，已经基于Colby-Kelly和Turner（2007）以及Lyster和Ranta（1997）的研究进行了探索性研究。总的目的是了解在蒙特利尔大学的两门中级英语口语课程中如何进行形成性评估，并比较老师和学生如何看待和执行这些实践。；追求三个研究问题：1.什么是第二语言课堂环境中形成性评估的性质？ 2.教师的评估实践是否反映了她对形成性评估的看法？ 3.在形成性评估对学习英语的好处方面，教师的看法与学生的看法之间的巧合和差异是什么？；数据收集工具包括教师访谈指南，学生的问卷和教室观察格。为了回答第一个问题，在Lyster and Ranta's（1997）的报告中，使用反馈和摄取的类型来分析教师在学生口语表现中给出的反馈。对于第二个研究问题，我在每节课开始时都采访了老师，并激发了她对基于课堂的形成性评估实践的信念。在本节课的最后，我将老师的回答与他的实际表现进行了对比，并与她的实际表现进行了对比。最后，关于第三个问题，将访谈中教师的答案与学生在问卷上的答案进行了比较-改编自Colby-Kelly和Turner的问卷。；提出并讨论了该定性研究的最重要结果。在结论中，提出了未来的研究方向。关键词：形成性评估，总结性评估，认知，高等教育，英语为第二语言。

著录项

  • 作者

    Lira Gonzales, Maria Lourdes.;

  • 作者单位

    Universite de Montreal (Canada).;

  • 授予单位 Universite de Montreal (Canada).;
  • 学科 Education Tests and Measurements.;Education English as a Second Language.
  • 学位 Ph.D.
  • 年度 2012
  • 页码 251 p.
  • 总页数 251
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 肿瘤学;
  • 关键词

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