关于形成性学生评价的现状调查研究.pdf

摘 要

经济的发展促成了外语教学的发展，时代对外语教育水平提出了更高的要求。人们
开始探求新的评价方式来解决传统评价遗留下来的问题，形成性评价作为一种注重“过
程”的，关注学生“全面发展”的评价理念成为新课程改革的评价理念。理论界研究者
对有关形成性评价进行了深刻的探讨。但在实践层面上，对具体高中对形成性学生评价
实施现状没有任何调查研究。本次调查以东北师大附中高中一年级英语教师为研究对
象，通过使用调查问卷和访谈从几个纬度了解形成性评价实施状况，即评价信息收集方
法，评价目标，评价主体和评价反馈。在研究中我们发现：教师为教育学生做了大量的
工作，教师使用大量的时间通过观察和学生谈话来了解学生学习状况，并给与学生一定
的指导，并调整自己的教学行为；评价目标以语言知识为主；评价主体以师评为主；评
价反馈结果以激励性口头评价为主。由此，探索隐藏在现状之下的原因包括教师自身因
素，高考的影响，高中教学任务压力，学生心理特点，理论届浮躁，评价与教学关系不
确定因素。毕竟，教师对学生的评价起着重要的作用，而形成性评价作为一种新的评价
理念给教师带来一种新的视角重新审视在教育过程中自身的行为，从而在整体把握教育
规律，指导自己的教学实践。因此，笔者从以下几个方面提出了建议：排除思想上障碍，
正确理解评价改革的突破点，评价应遵循的原则，评价中应注意的几个问题。希望本研
究对广大教师对形成性学生评价问题产生进一步的思考。

关键词：形成性评价；评价信息收集方法；评价目标；评价主体；评价反馈



















I
Abstract

With the development of economy, foreign language teaching is developed too. People
began to seek new ways assessment to solve problems not left by traditional ways of
assessment. Therefore, formative assessment starts to become the focus of our attention. It
values process and students developing wholly. Researchers have done a lot of researches on
formative assessment in theory. However, in practice there is no research on how formative
assessment is implemented in some school. This research object is English teachers in Senior
One and adopts the method of delivering questionnaires and interviewing. The research is
intended to discover the present implementation in High School Attached to Northeast
Normal University. The result shows that our teachers work very hard. They observe and talk
with students a lot in order to have a better understanding on the students’ situation. In fact,
they are doing what they can to solve the problems that students face in life. However, in
using assessing tools, assessing objectives, assessing people, assessing results, I find the
general situation and the underlined