英語(yǔ)教學(xué)評(píng)估市公開(kāi)課一等獎(jiǎng)百校聯(lián)賽特等獎(jiǎng)?wù)n件

英語(yǔ)教學(xué)評(píng)定

首都師范大學(xué)英語(yǔ)教育系任真June第1頁(yè)教師們常說(shuō)：高考不改我不改；高考怎

么改我怎么改。請(qǐng)思索：1．關(guān)于評(píng)價(jià)，教師應(yīng)知道些什么？2．怎樣使課堂評(píng)價(jià)促進(jìn)學(xué)生學(xué)習(xí)主動(dòng)性？3．什么樣形成性評(píng)價(jià)含有可信度和操作性？4．怎樣對(duì)情感態(tài)度、文化意識(shí)進(jìn)行評(píng)價(jià)？5．怎樣評(píng)判試題/試卷質(zhì)量？6．高考與學(xué)業(yè)考試區(qū)分在那里？第2頁(yè)

教師為何要了解評(píng)價(jià)？傳統(tǒng)解釋診療學(xué)生優(yōu)勢(shì)與不足監(jiān)控學(xué)生進(jìn)步給學(xué)生評(píng)定等級(jí)評(píng)定教師教學(xué)效果第3頁(yè)新理由學(xué)生在評(píng)價(jià)中表現(xiàn)越來(lái)越多地被看成教師評(píng)定過(guò)程一部分評(píng)價(jià)工含有利于教師明確教學(xué)目標(biāo)，并進(jìn)而改進(jìn)教學(xué)質(zhì)量測(cè)驗(yàn)結(jié)果影響公眾對(duì)教育效果認(rèn)識(shí)第4頁(yè)評(píng)價(jià)改革思緒是什么？在評(píng)價(jià)活動(dòng)中學(xué)生是參加者和合作者經(jīng)過(guò)評(píng)價(jià)，學(xué)生認(rèn)識(shí)自我，建立信心教師獲取反饋信息，反思教學(xué)教師在評(píng)價(jià)改革中作用：實(shí)踐者(practitioner)、幫助者（facilitator)第5頁(yè)教師為何需要對(duì)教學(xué)行為進(jìn)行反思

教師培訓(xùn)概念改變Teachertraining-skillsTeachereducation-theoriesTeacherdevelopment-reflection

(強(qiáng)調(diào)教師反思教學(xué)，觀察自己課堂行為，評(píng)定自己教學(xué)效果）第6頁(yè)反思、調(diào)整

Studentneeds

Instructionalobjectives

MatchMismatch

DecisionDecisionContinuewithModifySelectstudentsinstructionalplansobjectiveswhoseneedsmatchobjectives第7頁(yè)思索Ateacherhasgonethroughatextbookthreetimes.Stillthestudentsarenotdevelopingasshehadplanned.

Changesininstructionarecalledfor.Thespecificchangesshemakeswilldependonherinterpretationofwhystudentperformanceisbelowexpectation第8頁(yè)關(guān)于評(píng)價(jià)，教師應(yīng)知道些什么？

不一樣評(píng)價(jià)方法（課堂評(píng)價(jià)方法不只是紙筆測(cè)驗(yàn)一個(gè)形式。）評(píng)價(jià)基本標(biāo)準(zhǔn)評(píng)定教育標(biāo)準(zhǔn)怎樣評(píng)判自編試題以及他人所編試卷質(zhì)量怎樣對(duì)測(cè)驗(yàn)結(jié)果進(jìn)行解釋第9頁(yè)關(guān)于評(píng)價(jià)方法形成性評(píng)價(jià)(formativeassessment)

在學(xué)習(xí)過(guò)程中經(jīng)過(guò)教師和學(xué)生共同實(shí)施評(píng)價(jià)。評(píng)價(jià)應(yīng)發(fā)揮學(xué)生自我評(píng)價(jià)能力，使他們能夠及時(shí)地、主動(dòng)地去了解自己學(xué)業(yè)進(jìn)展情況，必定成績(jī)，發(fā)覺(jué)問(wèn)題，增強(qiáng)信心。Toprovideimmediatefeedbackwhichleadstoimprovement

第10頁(yè)學(xué)生自評(píng)Self-assessmentcanincreaselearnersinvolvementinandresponsibilityfortheirownlearningActivelyinvolvinglearnersinassessingtheirownprogresscansensitize

themtoinstructionalobjectivesandassistheminsettingrealisticgoals第11頁(yè)第12頁(yè)第13頁(yè)第14頁(yè)自評(píng)要與其它評(píng)價(jià)相結(jié)合Theinformationfromself-assessmentshouldalwaysbeusedinconjunctionwithdatafromotherassessmentmethods.PortfoliosJournalsQuestionnairesInterviewsobservationTests第15頁(yè)關(guān)于評(píng)價(jià)方法終止性評(píng)價(jià)（summativeassessment）教學(xué)程序后完成，比如學(xué)期結(jié)束或結(jié)業(yè)時(shí)候，對(duì)學(xué)習(xí)結(jié)果進(jìn)行評(píng)價(jià)。Toprovideapublicoutcomestatementonperformanceattheendofaperiodoflanguageinstruction.第16頁(yè)值得思索問(wèn)題形成性評(píng)價(jià)不是否定終止性評(píng)價(jià)重復(fù)、高頻考試（aseriesofmini-summativeassessments)不等于形成性評(píng)價(jià)形成性評(píng)價(jià)應(yīng)含有可信度和操作性（不是簡(jiǎn)單地劃

或打分第17頁(yè)關(guān)于考試類(lèi)型常模參考考試norm-referencedtest

-acandidate’sscoresareinterpretedwithreferencetotheperformanceoftheothercandidates.-itismoreconcernedwithspreadingindividuals第18頁(yè)學(xué)業(yè)考試

achievementtest

referstothemasteryofwhathasbeenlearnt,whathasbeentaughtorwhatisinthesyllabus,textbook,materials,etc.第19頁(yè)值得思索問(wèn)題

每次考試后該不該給學(xué)生排名次？難題是否能激勵(lì)學(xué)生學(xué)習(xí)？其中期末考試大部分學(xué)生不及格說(shuō)明什么？第20頁(yè)評(píng)定考試標(biāo)準(zhǔn)可信性reliability有效性validity

可行性practicality真實(shí)性authenticity后效性backwash/impact第21頁(yè)可信性信度是測(cè)試結(jié)果可信、可靠程度測(cè)試分?jǐn)?shù)所反應(yīng)被試表現(xiàn)可信、可靠程度信度高測(cè)試有很好一致性(consistency)和穩(wěn)定性(stability)第22頁(yè)有效性指測(cè)試在多大程度上測(cè)量與其要測(cè)量東西，能夠在多大程度上到達(dá)預(yù)期目標(biāo)。高考考試綱領(lǐng)修訂說(shuō)明(英語(yǔ))語(yǔ)言知識(shí)題命制標(biāo)準(zhǔn)為：確保知識(shí)覆蓋面；第23頁(yè)可行性Practicality(usability)指命題人想法是否切合實(shí)際可行性測(cè)試應(yīng)：便于組織EaseofAdministration便于評(píng)分EaseofScoring便于解釋和利用分?jǐn)?shù)EaseofInterpretation第24頁(yè)區(qū)分性(discrimination)Afundamentalpropertyoflanguagetests(especiallynorm-referenced)intheirattempttocapturetherangeofindividualabilities.Themorewidelydiscriminatingthetestthebetteritis.Animportantindicatorofatest’sreliability第25頁(yè)值得思索問(wèn)題高考試卷應(yīng)有較強(qiáng)區(qū)分能力，使其能夠區(qū)分不一樣語(yǔ)言水平考生，不然會(huì)影響為高校選拔新生錄用工作。期中、期末考試，畢業(yè)會(huì)考數(shù)與學(xué)業(yè)考試，通常絕大多數(shù)考生能夠過(guò)關(guān)，不及格人所占百分比不宜過(guò)大。試題過(guò)難或過(guò)于輕易，區(qū)分性都可能是比較差。第26頁(yè)Example任務(wù)真實(shí)性e.g.SupposeyouwereapplyingforapositionassalesclerkinastorewhereEnglishwasspoken,whatmightbeyourreactiontoatestthatrequiredyoutosummarizeorallyalettertotheeditorofanewspaper?第27頁(yè)后效性(Impact)Testsaredevelopedandusedtoservetheneedsofaneducationalsystemorofsociety.Theuseswemakeoftestscoresimplyvaluesandgoalsandtheseuseshaveconsequencesfor,orimpacton,boththeindividualsandthesysteminvolved.

(Bachman,1996.30)第28頁(yè)Examples北京高考2003，2004開(kāi)放作文-重視語(yǔ)用，創(chuàng)造性思維全國(guó)統(tǒng)一高考2001取消辨音題，增設(shè)聽(tīng)力部分。知識(shí)利用由20題減為2015題-重視語(yǔ)言交際，技能，真實(shí)性。引導(dǎo)社會(huì)重視聽(tīng)力。北京高考2004情景作文，讓學(xué)生依據(jù)圖表寫(xiě)出對(duì)課余活動(dòng)看法。大部分學(xué)生得出結(jié)論是：業(yè)余活動(dòng)時(shí)間太少，作業(yè)太多。這反應(yīng)出一些問(wèn)題：gettinginformation,chart,opinione.g.housework5%,sports10%,computer13%,music14%,TV19%,homework39%第29頁(yè)第30頁(yè)怎樣對(duì)待高考高考與教材內(nèi)容掛鉤嗎？高考是僅考查了知識(shí)嗎？怎樣對(duì)情感態(tài)度、文化意識(shí)進(jìn)行評(píng)價(jià)？高考是怎樣考查能力？第31頁(yè)怎樣對(duì)待高考以來(lái)，全國(guó)英語(yǔ)高考在命題思想、內(nèi)容結(jié)構(gòu)、題型設(shè)計(jì)和考試方式上加大了改革力度。高考試題突出語(yǔ)篇，強(qiáng)調(diào)應(yīng)用，重視交際。逐步將考試重點(diǎn)轉(zhuǎn)向考查學(xué)生中綜合語(yǔ)言利用能力方面。第32頁(yè)試題分析Gooditems[structureandusage]NMET-CanIlookatthemenuforafewmoreminutesbeforeIdecide?-Ofcourse.______sir.aMakeyourselfathomeb.Enjoyyourselfc.Itdoesn’tmatter*d.Takeyourtime第33頁(yè)[reading]NMETGivingBackFairWayTheWestboroughHighSchoolgolfteamhadtakentheofficialphotoswiththestateprize.Theotherteams,disappointed,wereonthebusheadinghome.AndthenWestboroughinstructorGregRotanoticedsomethingwrongwithoneofthescorecards.A9hadbeenrecordedasa7.Theywerenotthestateprizewinner;WobumHighhadwon.“Noonewouldhaveknown,”saidWobum’sinstructor,BobDoran.ForRota,itwasn’tadifficultdecision:“Theprizewasn’tourstotake.”第34頁(yè)Question60WhatdidGregRotaprobablydointheend?

a.TookphotosofDoran.b.HadameetingwithDoran.*c.Returnedtheprizetotheorganizer.d.ApologizedtoWobumHighSchool.第35頁(yè)Question61GregRota’sdecisionshowsthathewas______.*ahonestb.politec.carefuld.friendly第36頁(yè)情感教育careforothers語(yǔ)言知識(shí)explainwordsinEnglish

策略dictionaryuse第37頁(yè)怎樣評(píng)判試題/試卷質(zhì)量PurposeofthetestQualityoftheitemsStatisticalanalysis第38頁(yè)Weakitems

[Structure]

--MayIsmokehere?[authenticity]--No,you_______.*amustn’tb.don’tc.mustd.needn’t–Youwant______sandwich?[morethanoneanswers]--Yes,IusuallyeatalotwhenI’mhungrya.other*b.anotherc.others*d.theother第39頁(yè)AvoidingProblems1.MixedresponseJohn______flowerstothepartylastnight.a.carriesb.carriedc.liftsd.lifted[Thisitemisasmuchavocabularyitemasitisagrammaritem.]第40頁(yè)2.Lengthcues

Inthestory,themerchantwasunhappybecauseit____.

a.rainedb.wasdarkc.waswindyd.waswindyandrainyandhehadforgottenhisraincoat.Wehadneitherreadnorunderstoodthestoryinquestion,stillwemightchooseoption(d)andstandareasonablechanceofgettingtheitemcorrect.第41頁(yè)3.InconsistentDistractorCuesExaminethefollowingsetofdistractors

a.ranb.runsc.isrunningd.fast(d)Differsfromtheotheroptionsbothinlexicalrootandinpartofspeech.Wewouldeliminatethatoptionatthestart.Ineffect,theitemhasonlythreeviableoptions,makingitasimpleritemthanintended.第42頁(yè)4.NonsenseDistractorsTheysaidthey____a.hadgone.b.hadgoc.havewentdhadwentTheytendtobeweakdistractors.Theyhavenegativewashbackonstudentsbecausetheymaylearnerrorsfromtheexaminationitself.第43頁(yè)5.ReviewoptionsThestrangerhadlefthisnativelandbecausehe______.a.wishedtoseekhisfortuneb.wantedtoavoidhiscreditorsc.preferredthenewlandd.noneoftheabovee.aandbbutnotcabovef.bandcbutnotaabove(d)(e)(f)requiretheexamineetoreviewthepreviousoptions,concentratingonsmallinformation.Suchitemsmaybemoreusefulasmeasuresofconcentrationandreasoningpowerthanofreadingcomprehension.第44頁(yè)6.TrickquestionsWhenisitnotappropriatenottobeabsentfromclass?a.Whenyouaresickb.Whenyouareyoungc.Whileclassisinsessiond.WhenevertheteacherisangryItisdifficulttosaywhethertheteacher’smotiveistodisplaycleverness,toembarrassthestudentsforrevenge,ortoensuretestdifficulty(Henning,1987)Trickquestionspromoteguessing,poormotivation,unfavorableattitudestowardtheteacherandthetargetlanguage.第45頁(yè)7.CommonknowledgeresponsesWelearnfromthispassagethatNapoleonwas___.

a.Britishb.Frenchd.Polishd.GermanTheansweriscommonknowledgeformostpersonsregardlessofthecontentofthereadingpassage.第46頁(yè)8.RedundancyTheboytookthenewspaper___.

a.becausehewantedtoreaditb.becausehewantedtowrapagiftinitc.becausehewantedtodisposeofitd.becausehewantedtoremoveanarticleToreadanexcessofredundantmaterialmakestheexaminefficient.Toomuchtimeisrequiredtoelicittheinformationgained.

第47頁(yè)怎樣在教學(xué)中提升學(xué)生語(yǔ)言能力

[人教版高中1冊(cè)p5]第48頁(yè)第49頁(yè)[人教版高中1冊(cè)p11]Vocabulary第50頁(yè)第51頁(yè)[外研版高中1冊(cè)p3]Readingandparaphrasing第52頁(yè)[外研版高中1冊(cè)p9]ReadingaboutCulture第53頁(yè)[人教版高中1