“促进学习的评估”在英语演讲课中的应用

The application of AfL to the English Public Speaking classroom

根据“促进学习的评估”理论，“评估”是教师与学生用以调整、改进其教与学活动的评价反馈，宜采用形成性评估，学生须在教师的指导下认识学习目标、了解评估标准并积极参与到评估中去。本研究立足教学实践，探讨了“促进学习的评估”理论在英语演讲课中的应用价值。我们在“成功标准”的指导下，采用定量和定性相结合的形成性评估，引导学生参与教学评估。本研究发现，在英语演讲教学中，多元化的评估主体采用定量和定性相结合的“促进学习的评估”，有益于培养学生的英语演讲元认知能力，提高其英语演讲能力。

According to the theory of the assessment for learning (AfL), "assessment" refers to all those activities undertaken by teachers and their students in assessing themselves which provide information to be used as feedback to modify teaching and learning activities in which they are engaged. The most desirable form of AfL should be formative assessment, during which students are supposed to fully understand course objectives and criteria to assess their academic achievements and thus play an active part. This study probes into the application of AfL to the English Public Speaking classroom through combining quantitative and qualitative evaluations into formative assessment under the guidance of "success criteria", which in turn instructs students to participate in the assessing process successfully. The findings of this study indicate that combining both qualitative and quantitative formative evaluations executed by the teacher, fellow students or the speaker himself/herself, the strategy of AfL is a desirable formula for enhancing students' metacognition of English public speaking competence and improving their skills.