形成性评价对培养英语教师的语言能力的影响--针对特定领域

Anzela Nikolovska, Mira Bekar, Zorica Strezovska
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引用次数: 0

摘要

本文报告了在北马其顿一所公立大学开展的旨在通过形成性评估培养未来 EFL 教师语言能力的研究成果。为达到研究目的,设计了一种基于 CEFR 的评估工具,用于教师、同行和自我评估四年级学生教师(n=15)对低年级学生进行微格教学的 ETP(教学英语)能力。流畅性、准确性、互动性、激发想法的发展和针对受众是形成性评估的标准,用于检查形成性反馈和评估培训是否使微课教学从第一节课到第三节课取得了进步。此外,还对学生教师和互评人进行了两项调查,旨在探讨:a) 形成性反馈对学生语言能力和教学技能的影响;b) 形成性评估培训对学生互评和自评技能的影响;c) 形成性评估培训对学生专业和个人的益处。除了从项目中获得许多个人收益外,研究结果还显示了形成性评价对学生语言能力和教学技能的积极影响,特别是对ETP能力复杂性的认识以及应对各种课堂、评价和教材设计挑战的技能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The impact of formative assessment on developing EFL student-teachers’ language competences as domain-specific
The paper reports on the outcomes of research carried out at a North Macedonian public university aimed at developing the language competences of prospective EFL teachers through formative assessment. For the study’s purposes, a CEFR-based assessment tool was designed for teacher, peer and self-assessment of the ETP (English-for-teaching purposes) competences of fourth year student–teachers (n=15) micro-teaching lower year students. Fluency, accuracy, interaction, stimulating the development of ideas, and addressing audiences were the formative assessment criteria used to check if there was progress from the first to the third micro-teaching session as a result of formative feedback and assessment training. Additionally, two surveys for student-teachers and peer-assessors were used aimed at exploring: a) the effects of formative feedback on students’ language competences and teaching skills; b) the effects of formative assessment training on students’ peer- and self-assessment skills; and c) the professional and personal benefits of formative assessment training for students. Apart from many personal benefits from the project, findings revealed positive effects of formative assessment on students’ language competences and teaching skills; specifically on the awareness of the complexity of ETP competences and the skills for tackling various classroom, assessment and material design challenges.
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