形成性评价在英语教学中的重要性

形成性评价克服了终结性评价给学生带来的焦虑心理,在学生学习过程中起着举足轻重的作用,而且形成性评价不再以考试成绩作为衡量学生优劣的唯一标准。     

小议形成性评价在高级英语教学中的应用

高级英语教学侧重学生语言交际能力的培养,这就要求高级英语教学评价更加全面,除英语语言本身还要增加学生语言运用能力的评价。形成性评价是以日常学习为基础,对教学全过程的一种评价,相对于传统单一的终结性评价更加适用于高级英语教学。     

形成性评价在大学英语教学中的运用

形成性评价是对学生的学习过程进行评价,它可以为教师和学生及时提供反馈信息,既是保证教师教学质量的依据,也是提高学生学习效率的有效手段,它作为一种行之有效的评价方式被越来越多地引入大学英语课堂。通过对形成性评价的内涵介绍及就其在大学英语课堂教学中的运用进行了深入分析,指出现行的评价体系在大学英语课堂中应用的必要性。     

形成性评价在高职英语教学中的应用研究

在高职院校的英语教学中,对课堂教学进行评价是非常重要的环节,但是传统的评价系统尚存在一些问题与缺陷,如果想要改变目前的教学现状就需要引进新型的评价机制,建立起形成性评价体系。本文针对形成性评价在高职英语教学中的应用作了浅谈。     

形成性评价与大学英语教学

随着大学英语教学改革的深入,传统性评价体系越来越不能适应教学评价的需求。教师在教学过程中更注重学生的英语学习过程。而形成性评价是对传统评价的延伸和拓展,以激励学生的主动性与能动性等技能为内容,能有效地提高学生英语综合运用能力。     

浅谈高职英语教学中的形成性评价

我国大部分高职学校的教学运用的依然是传统的教学方式和评价方式,学生的英语水平并没有得到相应提高。形成性评价的宗旨是要化被动学习为主动学习,重视过程,促进学生自身发展,让学生在学习中不断进步,让教师随时了解教学情况,从而提高教学水平。本文从形成性评价的含义、特征、形式及应用进行阐述,并指出形成性评价方法对高职院校的英语教学起到了积极的促进作用。     

形成性评估对高职英语教学的反拨作用分析

高职英语教学有其自身的特殊性,形成性评估有利于提高高职生的自我效能感和自主学习能力,并对教师教学和教学资源产生正面的反拨作用;但若实施不力形成性评估也会对高职英语教学产生反面的反拨作用。全面分析和认识形成性评估的反拨作用有利于扬其长避其短,以提高高职英语教学的质量。     

独立学院大学英语教学形成性评价探究

独立学院以应用型人才为培养目标。大学英语作为独立学院应用型人才培养的有机组成部分,更应该注重英语运用能力的培养。但是目前,独立学院大学英语的教学质量评价体系多以传统的终结性评价式为主,强调应试能力的培养,从而阻碍学生主体性、能动性和自主性的发挥。同时,对外语教学造成了"费时低效"等许多负面影响。因而,为了促进学生主动学习英语,新的评价体系亟待建立,从而使独立学院的英语教学能更适应我国社会发展与经济建设的需要。本文通过对形成性评价与终结性评价对比研究,来探讨形成性评价的应用是否更有助于增强独立学院的大学生的英语学习动机,培养积极的情感和良好的学习态度,最终提高英语学习的有效性。通过此研究希望建立科学、合理的教学评价体系,深化教学改革,提高办学水平,促进我国独立学院的稳步发展。     

高职英语教学中形成性评估刍议

随着教学改革的深入,传统英语教学评价体系的弊端越来越明显。教学评价是教学活动的向导,因此改革英语教学评价体系,建立适应当前教学改革新的教学评价体系并引入到高职英语教学中显得尤为重要。本文作者介绍了形成性评估的优势,阐述了在高职英语教学中形成性评估的应用,以此提高学生的学习能力和英语教学水平。     

试论形成性评价在大学英语教学中的应用

教育评价理念落后是制约课程改革与发展的主要问题之一。认真审视大学英语教学评价体系就可以发现，我国大学英语评价都依赖于终结性评价方式，即以考试成绩来评定学生的学习能力和教学质量。它只能用来检验教学成果和再现学生学过的知识，与学习过程几乎无关（Boud，1990）。这样的评价不能全面反映学生的英语综合应用能力，只是简单地对学生的成绩进行比较、排队。在教学过程中，培养学生的学习兴趣、学习态度、学习策略和英语文化意识才是大学英语教学的重要目标。帮助学生学会自主学习，学会与人合作，培养创新意识等等，这些都是大学英语教学应当承担的责任。     

Formative Evaluation and Editorial Review in the Development of Videodiscs Related to Human Service Professions

Summary

The importance of formative evaluation and editorial review during the development of an interactive videodisc is often overlooked. The rationale for the integrated use of formative evaluation and editing during the process of design, production, post-production and programming is presented. The role of the instructional designer, as well as some of the focal points, in formative evaluation and editing is discussed.     

文学因素在高职高专英语教学中的作用研究

结合高职高专英语专业学生文学知识缺失的现状进行了问卷调查,了解到学生在英美文学学习中还存在一定的问题。结合多年的教学实践阐述文学因素尤其是英美文学在教学中的重要作用,探讨了培养学生综合素质的有效途径,以期进一步促进学生的语言学习与人文素质的提升。     

Formative Evaluation of EAPs by Studying Role Perceptions and Organizational Cultures

This article argues that formative evaluation is the most appropriate strategy for the current developmental stage of Employee Assistance Programs (EAPs). Since most EAPs entail multiple interventions and have poorly defined success criteria, the utility of summative evaluation in this field is limited. A method for conducting formative evaluations is outlined. It involves the combination of quantitative and qualitative strategies: using a questionnaire to compare the perceived (actual and desired) role of EAP workers by significant groups in the organization; and, then by studying the organizational culture in which these programs are imbedded through intewicws with key informants. Examples from a study in Israel demonstrate the usefulness of the suggested approach.     

The Differences in Role Division Between Partners in Long-term Marriages and Their Well-being

The study aims were to examine the relationships of 128 elderly couples married longer than 45 years and the role division between the partners, including a comparison of their perceptions of their first 3 years of their marriage with today. The research hypotheses were (a) there will be a change in the couple's perceptions about the traditional roles at the time of their marriage as opposed to today, and (b) men and women who recognize a change in traditional role division will experience better mental well-being than those who do not. The results showed a change in the couple's perceptions about traditional role division during the years of marriage. It was also found that these changes showed a positive correlation to the couple's mental well-being in those couples who recognized the changes.     

The Role of Rhythm and Pitch in the Evaluation of Human Laughter

Human laughter vocalizations are composed of highly variable sounds. We investigated the evaluation of laughter sounds and concentrated especially on the role of two acoustic features of laughter series: specific rhythms and changes in the fundamental frequency. Experimentally modified laughter series were evaluated using listener self-report data. Participants evaluated laughter series with differences in duration (Experiment 1), or in duration and frequencies (Experiment 2) of successive elements. Serial patterns with varying parameters received good ratings that were close to those received for natural laughter. By contrast, series with a stereotyped patterning received poor ratings. In addition, we found that self-report data strongly correlated to participants' direct behavioral reactions while listening to a specific stimulus. We suggest a three-part model to describe mechanisms underlying the evaluation of laughter.     

浅议大学英语教学中实施英美文学教育

英美文学教育在大学英语教学中长期以来没有得到充分的重视,如何在大学英语教学中实施文学教育也一直是困扰着众多教育者的问题。本文从文学教育的意义出发,分析了引起这一问题的原因和现状,阐述了进行文学教育的必要性,并以个人教学实践为根据,就如何加强非英语专业大学生的文学教育提出了自己的策略方法。     

Lessons Learned From a Canadian Province-Wide Age-Friendly Initiative: The Age-Friendly Manitoba Initiative

The Age-Friendly Manitoba Initiative was launched in 2008. A formative evaluation we conducted in 2011 with 44 participating rural and urban communities demonstrates considerable progress, with virtually all communities having formed an Age-Friendly Committee and conducting a community assessment to identify priorities for action. The majority of communities implemented one or more age-friendly projects. Major barriers to becoming age-friendly identified by participants included lack of funding; lack of capacity, particularly in small communities; and lack of leadership or direction. The study highlights the importance of strong leadership at all levels of government (municipal, provincial, federal); the need to support communities, particularly rural ones, as they try to become more age-friendly; and the importance of ongoing promotion of age-friendliness locally and more broadly (e.g., provincially).     

Environmental Sustainability and Social Work: A Rural Australian Evaluation of Incorporating Eco-Social Work in Field Education

Climate change poses significant threat to the wellbeing of global society. Addressing this change has as yet generated no fixed blueprint for social work practice and education. This paper reports on a formative evaluation of one Australian initiative to address this transformative opening in social work field education. Prompted by service users' and workers' experience of the impact of drought, a rurally located social work course team amended the field education curriculum to include a focus on Environment and Sustainability. This learning goal was added to the existing learning goals derived from the Australian Association of Social Workers (AASW) Practice Standards. Students and field supervisors were surveyed on their experience of meeting this new learning goal. While most expressed confidence in understanding the concepts involved, they clearly lacked assurance in interpreting these in practice encounters. Considering their qualitative input suggests that this topic is making a transition from being on the margins of social work to becoming mainstream. Their open-ended responses indicate that the incorporation of environmental sustainability into practice is at a threshold stage of development. Further enactment of eco-social work at the local level is concluded to be supported by using a transformative learning framework in facilitating critical reflection and collaborative dialogue for effective change.