北京外国语大学网络教育学院 唐锦兰

1. 现代测评技术在中学英语课堂上的应用 Applying Technology-enhanced Assessment in Secondary English Classrooms 北京外国语大学网络教育学院唐锦兰

2. Outline • Technology, Education and Assessment • Technology-enhanced Assessment • Automated English Writing Assessment

3. 1. Technology, Education and Assessment

4. Are these pictures familiar to you or NOT…… Technology has become a part of our professional lives!

5. Technology and Education (1) • Knowledge and information is the basis of economic growth. • Those societies that successfully harness information technologies to the learning process will become the economic leaders of the 21st century.

6. Technology and Education (2) 国家中长期教育改革和发展规划纲要 China National Educational Reform and Development Plan （2010-2020年） 第十九章 加快教育信息化进程 • 信息技术对教育发展具有革命性影响，必须予以高度重视。 • 把教育信息化纳入国家信息化发展整体战略，超前部署教育信息网络。到2020年，基本建成覆盖城乡各级各类学校的教育信息化体系，促进教育内容、教学手段和方法现代化。 • 强化信息技术应用。提高教师应用信息技术水平，更新教学观念，改进教学方法，提高教学效果。 • 鼓励学生利用信息手段主动学习、自主学习，增强运用信息技术分析解决问题能力。

7. When education hits the headlines, it is always …… Chinese pupils top global education league table http://www.bbc.co.uk/worldservice/news/2010/12/101208_china_education_wt_sl.shtml • The survey was carried out by the Programme for International Student Assessment (Pisa), which is part of the Organisation for Economic Co-operation and Development (OECD) • PISA focuses on young people’s ability to use their knowledge and skills to meet real-life challenges. • Three subjects are tested: Reading, Maths, and Science.

8. Recent trends: assessment for learning • There has been a renewed interest in recent years in examining the aspect of assessment that is directly linked with learning, that is, area of formative assessment. • Formative assessment has been deemed as a central element of learning for the feedback students receive will enable them to develop and extend themselves in ways that end-point assessment cannot.

9. What research reveals: • Research evidence has indicated that development of formative assessment is conducive to raising the standards of achievement. • Black, P. & Wiliam, D. (1998a) "Assessment and classroom learning." Assessment in Education, 5(1):7-74. • Black, P. & Wiliam, D. (1998b). Inside the black box: raising standards through classroom assessment. http://www.pdkintl.org/kappan/kbla9810.htm(17 January, 2005)

10. Research with students: • Research into student learning has consistently positioned assessment at the center of students’ thinking: how they use their time for study, what to focus, and what learning approaches to adopt. • In the light of these study results, assessment has been reconceptualized as the engine that drives and shapes learning, rather than an end-of-term event that grades and reports performance.

11. Pedagogical implications: • Assessment should be designed, first, to support worthwhile learning; • Aims and objectives = content =teaching and learning activities = assessment; • Explore technology potential in scaffolding and providing formative feedback to students to improve learning.

12. Technology and assessment (1) • Information and Communications Technologies (ICTs) now have the capacity to enhance learning and assessment in that they could provide new opportunities for sharing information, resources and expertise, as well as for networking with student peers and tutors.

13. Technology and assessment (2) • The online technology at the level of synchronous communication (e.g. audio and video e-conferences), asynchronous communication (e.g. forums) and online tests offers an invisible mechanism to support the type of scaffolded learning, the learning of linking formative assessment with summative grades.

14. 2. Technology-enhanced Assessment

15. Questions: • What are the benefits of technology-enhanced assessment? • Have you ever used any types of technology-enhanced assessment?

16. Benefits of technology-enhanced assessment: Teachers: • Relieve burden of marking • Obtain various reports • Know strengths and weaknesses in teaching …… Students: • Immediate scoring and feedback once a response has been made. • Online support such as tools, examples, tailor-made dictionaries. • Various reports. • Motivating • Scaffolding learning ……

17. Technology-enhanced assessment practices: an overview • Many standardized language proficiency tests, few achievement tests. However, the latter is attracting more attention for its contribution to learning. • Computer-based to Internet-based • Combine learning with assessment, therefore the program is both a learning resource, also an assessment tool. • Online learning tools provided.

18. Technology-enhanced assessment practices: some examples 1. New Standard English Computer-based Testing System 外研社基础英语教育试题库系统 • An assessment resources bank • An efficient assistant to teachers in setting up exams and providing exam reports 2. IELTS online testing system 3. TOEFL-iBT course

19. 外研社基础英语教育试题库系统－简介http://test.nse.cn/外研社基础英语教育试题库系统－简介http://test.nse.cn/ 试题库实现了出题、试题管理和组卷功能的一体化，支持生成WORD版试卷和在线测试，旨在减轻教师备课和出卷的工作负担。 • 库内以客观题为主，兼顾主观题型。 • 试题库还可兼容MP3、图片和视频等多媒体形式，充分体现英语学科听、说、读等个性需求。 • 试题标注详尽：难度、年级等属性外，还添加了微技能、语法项目、话题、文体。 • 题库数量：在初中阶段，系统内已收入各种试题10,000余道，近年中考真题80多套。还持续更新和扩充。

20. 试题库特点：http://test.nse.cn/ • 多种组卷模式。自动、手动 、模块组卷等。 • 试题筛选功能。难度范围、关键词、语法项目和题型。 • “试题收藏夹”。随时收藏精华试题,查询到用户出过的所有试卷，方便随时调用和修改。 • 数字化试题解析。 • 开放平台，共建共享 。 • 随时更新。

21. 登录界面： 新标准英语网 http://www.nse.cn/ 点击 “NSE 题库系统” 进入http://test.nse.cn/

22. 雅思在线测评系统IELTS online assessment system (1) For the students: • It consists of practicepart and assessment part. • In the practice part, students can choose whatever skills/ whatever themes/ whatever exercise types to practice. • System can record students’ performance each time and pace their learning. • Online immediate feedback and score report. • Motivating: students can view each others’ progress and feel peer pressure to improve.

23. 雅思在线测评系统IELTS online assessment system (2) For the teachers: • They check students’ progress. • They can find out the areas for improvement and offer remedial teaching. • They can trace each individual learner for their performance. • They can trace students’ performances on each item.

24. Students can choose to practice…. 主题 题型

25. Students can get their performance reports…. 考点详细 考点

26. Teachers can know the group performance on each question…. 正确率

27. Teachers can trace each student performance on each question…… 正确 错误 被跳过

28. 托福在线测评系统TOEFL Online Tests---An Overview • Simulate IBT-TOEFL in format and question types • A learning resource: exercises built around sub-skills of listening, reading, speaking and writing; • Innovative use of technology in item types • Online scoring • Automated Speaking Assessment

29. 3. Automated English Writing Assessment

30. 3.1 (英语)写作教学的重要性？ Importance of Teaching English Writing at Secondary Schools

31. Writing – An Essential Skill for Native Speakers According to the National Center for Education Studies and the National Assessment Governing Board in America: • Writing is an essential skill in order for students to understand, organize, and communicate their ideas. • To become good writers students need frequent practice and feedback. • In 2002, only 24%–31% of the students performed at or above the Proficient level on the NAEP writing assessment.

32. Writing – An Important Skill for Non-native speakers of English • With the advent of English as a global language, the ability to write well in English across diverse settings and for different audiences has become an imperative in second language education programmes throughout the world. Yet the teaching of second language writing is often hindered by the great amount of time and skill needed to evaluate repeated drafts of student writing.

33. Writing in Zhongkao and Gaokao • An important component in Zhongkao and Gaokao • Zhongkao: Writing (25)+ Reading (44) • Gaokao: Writing (35) + Reading (40)

34. 英语写作教学的重要性 A. 对学生 • 有助于学生了解自己对知识和事物掌握的情况和程度; • 能培养学生多方面的能力: • 独立思考能力 – 提高阅读能力 • 综合、分析、批判的能力 - 提高阅读能力 • 表达自己思想的能力 – 提高口语表述水平 • 使用工具书的能力 • 释义、改错的能力等

35. 英语写作教学的重要性 对教师 • 教师应该具备的基本能力之一 • 能够实现我们教学理想的课程 • 最能了解学生的思想和思想方法的一门课 • 便于教师因材施教、教书育人 • 要求教师有较高的语言水平 • 还要求教师有更多的奉献精神，更多的耐心、关心和爱心

36. 3.2 英语写作教学中的挑战？ Challenges of Teaching English Writing in China

37. 英语写作教学面临的挑战 英语写作教学 –最纠结 • 班级大 – 批改任务最繁重 • 主观评判 – 标准尺度最难以把握 • 过度关注语言质量 – 教师语言水平下降 • 篇章布局与结构 – 教学难度最大 • 指出的错误反复再犯–提高慢 • 没有内容可写–语言贫乏 • ……

38. 3.3 中小学如何进行高效长效英语写作教学？ How to Deliver Efficient and Effective English Writing Classes

39. 中小学如何进行高效长效英语写作教学？ • 名人言 “Reading maketh a full man; conference a ready man; and writing an exact man.” - Francis Bacon • 英语作为外语的语言教学要求 … + sufficient input and output

40. 中小学英语课改解决方案 MOE Research Project “基于现代信息技术的过程性评价工具应用研究” GFA097005 (2009-2012) ---- 基础教育阶段子课题-读写结合的课改方案 有氧英语读写课堂

41. 英语读写课程 • 核心：以读带写，以写促读，读写结合，增加学生的语言输入 • 课时安排： 每周一节课，3-4周完成一本读物和一篇文章写作教学任务 • 读物 《新标准中小学分级英语读物》（60册） 《新标准英语分级有声读物》（12册） • 测评工具 Writing Roadmap 在线英语写作测评系统

42. 读物和写作测评系统：

43. 教学任务-初中（7-9年级） 1、 能独立起草150-200字的短文短信； 2、 能使用常见的连接表示顺序和逻辑关系，语言应用基本正确； 3、 能根据提示起草和修改作文 每单元教学包括： 完成一本书的阅读与讨论，一篇作文的书写和批改 三年共完成： 24本读本的阅读 24篇英文作文的写作 累计12万字阅读量

44. 教学任务-高中（10-12年级） 1、能写出300-400字左右常见体裁的短文，如报告或信函； 2、能填写有关个人情况的表格，如申请表、求职表； 3、能做简单的书面翻译并用词准确。 每单元教学包括： 完成一本书的阅读与讨论，一篇作文的书写和批改 三年共完成 24本读本的阅读 24篇英文作文的写作 累计17万字阅读量

45. Project schedule • 2009-2010 Project launch, design, case selection • 2010-2011 Pilot, Training, Intervention • 2011-2012 Data analysis and report writing

46. Research Objectives: • Investigate procedures and potential issues in the process of applying Automated Formative Assessment to China EFL; • Explore the impact of Automated Formative Assessment on English language teaching and learning at the primary, secondary and tertiary levels; • Examine relationship between formative and summative assessment.

47. 3.4 中小学英语读写结合的教学效果如何？ Preliminary Findings from MOE Research Project “基于现代信息技术的过程性评价工具应用研究” GFA097005 (2009-2012)

48. Study participants 中小学 • 2 Dalian Districts (9 primary schools and 3 middle schools) • 1 key high school in Beijing 大中院校 • 10 universities and colleges

49. Study participant list • University participants • Hefei Normal University, Anhui 合肥师范学院 • Beijing Jiao Tong University 北京交通大学 • Beijing Foreign Studies University 北京外国语大学 • Beijing Information Science and Technology University 北京信息科技大学 • Luoyang Normal University, Henan 洛阳师范学院 • Renmin University of China 中国人民大学 • Southwest Petroleum University 西南石油大学 • Yan Bian University, Ji Lin 延边大学 • China Women‘s College, Beijing 中华女子学院 • Beijing Agricultural Vocational College 北京农业职业学院

50. Study participant list