Effective Classroom Assessment in Primary School English Teaching文献综述

 2022-08-29 11:08:56

1. Literature Review

1.1 Classroom assessment

In the early 20th century, western scholars studied on classroom assessment mainly aims to improve the classroom teaching effects in which the analysis of teacherrsquo;s behavior is the mainstream. Represented by D.G. Ryans, nine different kinds of teacherrsquo;s behavior was put forward. N.L. Gage and D.C. Berliner proposed four important teacherrsquo;s behaviors. They are organization, questioning, exploration and award which serves as the key point in classroom assessment. Latter on, American education professor Doyle illustrated it in detail and presented a distinctive teaching behavior table which gives the criterion for classroom assessment.

In China, the purpose of classroom assessment can be divided into three different categories. First, classroom assessment for reward and punishment. Second, classroom assessment for human development. Last, classroom assessment for improve teaching and learning. (Wen Yongdian, 2006) Yang Xiangdong holds that the improvement of classroom assessment should be integrated with various elements to ensure the accuracy and classroom assessment is the core step in formative assessment. (Yang Xiangdong, 2009) Wang Kai argues that it is important to explicitly know the purpose of effective assessment in order to break through the difficulty of current classroom assessment. Only when classroom assessment tightly integrated with curriculum, teaching materials and teaching method can educate students in a scientific way. (Wang Kai, 2011)

1.2 Immediate classroom assessment

The most early research about immediate classroom assessment in American refers to Courtney Cazden who proposed the immediate assessment model: start-response-assess. In this model, the last step refers to teacherrsquo;s immediate feedback(praise or correct) to studentsrsquo; answers. (Cazden, C. B. 1998) Western scholar Stiggins put forward three characteristics of effective immediate classroom assessment. Firstly, student should involve in assessment and then facilitate individual study based on the information. Secondly, teacher should use language that make sense to students in immediate classroom assessment to tell the reason of right or wrong. Third, student themselves should have the capacity of self assessment. (Chappuis, S. amp; Stiggins, R.J. 2002)

Immediate classroom assessment at home has not been exclusive researched. The research of immediate classroom assessment mainly consists of verbal assessment and nonverbal assessment in which present condition analysis, existing problem, suggestions are three major focuses. (Wang Xin, 2013)and in terms of the form, different people have different standards. Viewed in assessment time, there can be divided into three forms: advance assessment, immediate assessment and time-lapse assessment. Viewed in assessment method, it can be divided into oral assessment, body assessment, written assessment and so on. Viewed in content, it has two types: assessment for learning conduct and assessment for learning result. View in subject, it includes teacher-oriented assessment, student-oriented assessment and jointly assessment. (Cai Wei, 2007) Through these different types of assessment, students can have a better understanding of themselves in learning and rearrange their learning strategies. Other people also did a lot work in the relative research. Tang Yu presented the language teaching problems confronting those teachers and the following changes through classroom observation and interview to analyze teacherrsquo;s changes and development in value, student outlook and the way of thinking. Whatrsquo;s more, she also discusses the influence of immediate classroom assessment to student language acquisition, learning affects, English ability and their overall development. (Tang Yu, 2008))

References

[1] Cazden, C. B. Classroom DiscourseL The Language of Teaching and Learning. Second Edition[J]. Classroom Communication, 1998: 17.

[2] Chappuis, S. amp; Stiggins, R.J. Classroom Assessment for Learning[M]. Portland, Oregon: Assessment Training Institute, 2002: 40-42.

[3] James, M amp; Pedder, D. Beyond method: assessment and learning practices and values[J]. The Curriculum Journal. 2006, 17(2): 109-138.

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