论文部分内容阅读
一、Understanding classroo-
m role relationship
Learning is driven by what teachers and studentsdo in classrooms. Teachers have to manage to help them learn immediately and become better learners in the future. Teachers’ function is namely supervision, which we consider as the process by which teaching perfor-
mance is systematically observed, analyz-
ed, and evaluated .We focuses on the roles of trainer and educator. As trainers, supervisors are concerned with technical improvement; that is, in showing teachers that what they are doing can be done better. As educators, supervisors must be concerned with strategies change, that is, in showing teachers that what is done in the classroom might be done differently and in sensitizing teachers to alternative classroom practices.The teacher-learner relationship lies at very heart of the cla-
ssroom process. Learning a language is a social activity above all, and in a class-
room setting, it is subject to a unique set of social conventions.
二、The Importance of As- sessment in English Learning
Classroom teaching is the main front of students’ access to knowledge. The learning assessment in classroom teaching process is an indispensable component not only in teaching but also in English learning. It is essential to give students a fuller and more reasonable education and development, which can make “teaching” and “learning” achieve harm-
ony and unity of the bilateral activities in classroom learning.
Testing, or “assessment,” plays a very important role in education today. As a basic tool of educators and policy makers, assessment is used for a multitude of purposes. We can use asse-
ssment results to supervise educational systems for public accountability. And assessment is also used to help provide information to better identify instructional practices, to evaluate the effectiveness of instructional practices as well as to measure students’ achievement inlear-
ningin classrooms.
CollegeEnglish curriculum standa-
rds in the “evaluation recommendations" emphasizes not onlyon valuatingthe functional shift from aselecting incent-
ives, feedback and adjustment but also on evaluating students’ various aspects of development potential, whichempha-
sis on quantitative shiftto qualitative analysis. The evaluation methodsarediversity, whichfocuses on the observa-
tion of interviews, surveys show works, the project activity reports and other open and diversification of the way, not just relying on written examination resul-
ts, and pay more attention to students’ status, potential and trends.
Teaching and learning must be interactive and communicative. Teachers need to know about their pupils’ progre-
ss and difficulties with learning so that they can adapt their own work to meet pupils’ needs. Teachers can find out what they need to know in a variety of ways, including observation and discussi-
on in the classroom and the reading of pupils’ written work. Assessment in any educational context and at any level is integral to student learning. It involves making considered judgments about what students have learned and understood, how they are learning, and where they are along their personal learning traject-
ory. The relationship is also captured in the distinction between summative end-of-unit or end-of-course judgments about students’ overall learning and progress, and ongoing, formative assess-
ment. Formative assessment?? is an important educational activity because it gives learners feedback while their learning is still taking place.
三、Methods of Assessment
Self-assessment is one of the ways of formative assessment. Formative asses-
sment encompasses all those activities undertaken by teachers,or their students, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. So a lot of educators consider formative assessment as a teaching proc-
esswhichobtain feedback on teaching, improve teaching, so as to know whatstudents have learned ormaster edto achieve the level of systematic evaluations carried out. Formative asses-
sment has attached more and more attention in our curriculum reform. In the process of formative assessment, teachers and students are involved in, which make students learn creatively and attentively though self-assessment, peer assessment and teacher assessment ,which emphasizes on assessing the lear-
ning process of the students.
Self-assessment and peer assessment of the students are the major characteri-
stics of the formative assessment. Therefore, they should be promoted among studentsto promoteeffective learning. Self-assessment involves both reflection on one’s learning strategies, and analysis or critique of one’s work. In order to make self-assessment successful, not only the teachers but also the students should hold the belief that the process of assessment helps learning. Thus teachers should train students on self-evaluation, explain the learning objective(s) of each task and provide encouragement to students through plan-
ned strategies and dedicated time. On the other hand students are encouraged to work in pairs or in groups to finish tasks through cooperation.
There are a lot of rich and colorful ways of self-evaluation.Teacher Can create a learning portfolio to record the students’ performance of each learning stage, including their achievement in each task and after class self-learning. Learning records of studentscan show learning process and the completion of student assignments, reflecting the effect of students learning so that students cansee their own growth, enhance self-con-
fidence, but also to help teachers to get the feedback of learning, which make teachers understand more accurate infor-
mation onstudents’ learning .Teachers can also use the advantages of testing, organizing a variety of teaching content test. in order to promote students’ self-monitoring the learning process, to motivate them to pay attention to self-study.
Conclusion: The aim of the formative assessment is to promote all-round development of students and it must be run through the entire process of studying with the efforts of both teachers and students, which is important in learning and teaching in language learning.
References:
[1] Black P.,Wiliam D..Assessment and Classroom Learning[J]. Assessment Educ,1989(5).
[2] Lynn S. Fuchs,Douglas Fuchs.Effects of Systematic Formative Evaluation: A Meta-Analysis[J].Exceptional Chil-
dren, 1986(53).
(作者单位:湖南对外经济贸易职业学院)
m role relationship
Learning is driven by what teachers and studentsdo in classrooms. Teachers have to manage to help them learn immediately and become better learners in the future. Teachers’ function is namely supervision, which we consider as the process by which teaching perfor-
mance is systematically observed, analyz-
ed, and evaluated .We focuses on the roles of trainer and educator. As trainers, supervisors are concerned with technical improvement; that is, in showing teachers that what they are doing can be done better. As educators, supervisors must be concerned with strategies change, that is, in showing teachers that what is done in the classroom might be done differently and in sensitizing teachers to alternative classroom practices.The teacher-learner relationship lies at very heart of the cla-
ssroom process. Learning a language is a social activity above all, and in a class-
room setting, it is subject to a unique set of social conventions.
二、The Importance of As- sessment in English Learning
Classroom teaching is the main front of students’ access to knowledge. The learning assessment in classroom teaching process is an indispensable component not only in teaching but also in English learning. It is essential to give students a fuller and more reasonable education and development, which can make “teaching” and “learning” achieve harm-
ony and unity of the bilateral activities in classroom learning.
Testing, or “assessment,” plays a very important role in education today. As a basic tool of educators and policy makers, assessment is used for a multitude of purposes. We can use asse-
ssment results to supervise educational systems for public accountability. And assessment is also used to help provide information to better identify instructional practices, to evaluate the effectiveness of instructional practices as well as to measure students’ achievement inlear-
ningin classrooms.
CollegeEnglish curriculum standa-
rds in the “evaluation recommendations" emphasizes not onlyon valuatingthe functional shift from aselecting incent-
ives, feedback and adjustment but also on evaluating students’ various aspects of development potential, whichempha-
sis on quantitative shiftto qualitative analysis. The evaluation methodsarediversity, whichfocuses on the observa-
tion of interviews, surveys show works, the project activity reports and other open and diversification of the way, not just relying on written examination resul-
ts, and pay more attention to students’ status, potential and trends.
Teaching and learning must be interactive and communicative. Teachers need to know about their pupils’ progre-
ss and difficulties with learning so that they can adapt their own work to meet pupils’ needs. Teachers can find out what they need to know in a variety of ways, including observation and discussi-
on in the classroom and the reading of pupils’ written work. Assessment in any educational context and at any level is integral to student learning. It involves making considered judgments about what students have learned and understood, how they are learning, and where they are along their personal learning traject-
ory. The relationship is also captured in the distinction between summative end-of-unit or end-of-course judgments about students’ overall learning and progress, and ongoing, formative assess-
ment. Formative assessment?? is an important educational activity because it gives learners feedback while their learning is still taking place.
三、Methods of Assessment
Self-assessment is one of the ways of formative assessment. Formative asses-
sment encompasses all those activities undertaken by teachers,or their students, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. So a lot of educators consider formative assessment as a teaching proc-
esswhichobtain feedback on teaching, improve teaching, so as to know whatstudents have learned ormaster edto achieve the level of systematic evaluations carried out. Formative asses-
sment has attached more and more attention in our curriculum reform. In the process of formative assessment, teachers and students are involved in, which make students learn creatively and attentively though self-assessment, peer assessment and teacher assessment ,which emphasizes on assessing the lear-
ning process of the students.
Self-assessment and peer assessment of the students are the major characteri-
stics of the formative assessment. Therefore, they should be promoted among studentsto promoteeffective learning. Self-assessment involves both reflection on one’s learning strategies, and analysis or critique of one’s work. In order to make self-assessment successful, not only the teachers but also the students should hold the belief that the process of assessment helps learning. Thus teachers should train students on self-evaluation, explain the learning objective(s) of each task and provide encouragement to students through plan-
ned strategies and dedicated time. On the other hand students are encouraged to work in pairs or in groups to finish tasks through cooperation.
There are a lot of rich and colorful ways of self-evaluation.Teacher Can create a learning portfolio to record the students’ performance of each learning stage, including their achievement in each task and after class self-learning. Learning records of studentscan show learning process and the completion of student assignments, reflecting the effect of students learning so that students cansee their own growth, enhance self-con-
fidence, but also to help teachers to get the feedback of learning, which make teachers understand more accurate infor-
mation onstudents’ learning .Teachers can also use the advantages of testing, organizing a variety of teaching content test. in order to promote students’ self-monitoring the learning process, to motivate them to pay attention to self-study.
Conclusion: The aim of the formative assessment is to promote all-round development of students and it must be run through the entire process of studying with the efforts of both teachers and students, which is important in learning and teaching in language learning.
References:
[1] Black P.,Wiliam D..Assessment and Classroom Learning[J]. Assessment Educ,1989(5).
[2] Lynn S. Fuchs,Douglas Fuchs.Effects of Systematic Formative Evaluation: A Meta-Analysis[J].Exceptional Chil-
dren, 1986(53).
(作者单位:湖南对外经济贸易职业学院)