Reacting to the New Version of Compulsory-stage English Curriculum Standard in Mainland China: An Innovative Model of Formative Assessment
DOI:
https://doi.org/10.61173/0n2zcy63Keywords:
educational reform, English language teaching, language assessment, formative assessmentAbstract
Currently, the educational reform in compulsory-stage English teaching in China is attracting more front-line teachers’ attention. The new compulsory-stage English curriculum standard published in 2022 requires teachers to make pedagogical accommodations to adapt to the changes in English curriculum conceptions. This article makes a focal reaction to one of the major shifts in the curriculum conceptions: integrating formative assessment into classrooms and systematically introduces an innovative formative assessment model, as well as its associated one-pager for English teachers to learn how to skillfully implement this model in classrooms. The introduced model is now in the phase of theoretical assumptions, and future practice-based research needs to be conducted to examine its effectiveness in reality. In addition to this future direction, some other potential research directions are also discussed in this article.References
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Dean&Francis ISSN 2959-6122 How to teach “ 强调学习过程 , 指导学生进行体验 , 实践 , 参与 , 探究和合作 ” - emphasizes the process of learning, guide students to learn by doing some kinds of activities (learning by doing) “ 学思结合 , 用创为本 ” “ 注重真实情境的应用 ” - combination of learning and reflection; encouraging students’ creativity. Emphasizes the usage of authentic scenarios. “ 信息技术与英语教学的融合 ” - technology-based learning environment How to assess “ 形成性评价和终结性评价 ” - combination of formative assessment and summative assessment “ 教学评一体化 ” - integration of teaching, learning, and evaluation. Use the results of evaluation to guide future teaching and learning. Emphasizes the importance of formative assessment Summary: ● Subject-related topics are becoming clearer. ● Began to emphasize the notion of authenticity, which was totally missed previously. ● Technology-based instructions under AI generation. ● Put formative assessment into a more important position. Appendix C Product of the research Part I: The PMMFA Section 1: In this section, the FA/students should follow the reading - reflection - resembling - reviewing - repetition (5R) pattern. ● Reading - Thoroughly read a teacher-prepared reading passage for students ● Reflection - students reflect on the assigned passage ● Resembling - Imitating the reading passage to write something related students themselves - just imitate the structure ● Reviewing - Peer review process (work in groups of 4, exchanging essays and provide feedback for each other) ● Repetition - students find topic-related materials for their group members and repeat the first 4R Section Reflection: Students need to submit a learning reflection at the end of the 5R pattern. In the reflection, students need to include: ● Their feelings towards the 5R pattern AND the feelings towards the peer-review activity ● Any problems/difficulties they encountered AND how to overcome in the future - what worked for you ● Any possible suggestions/expectations for teachers Section 2: In this section, the FA should happen in a community-based environment (learning English in our community) - finally create a “Driving Question Board” (DQB) ● Teacher preparation: effectively use the walls and/or the blackboards in the classroom and provide questions that students need to answer/comment ● Students use sticky notes to provide responses to the teachers’ questions and replies to other students Section 3: In this section, the FA/students should follow the pattern of CAPP. ● Choice: Choose a specific event based on the teacher-determined topic area that they want to focus ● Analysis: Analyze the events in groups of 4 - after school ● Presentations: Present the result - freedom of choosing multimodal tools (posters, PPT presentations etc.) ● Peer Feedback - students provide feedback on two things: ○ Other groups’ works ○ Evaluating behaviors of their group members and themselves Section Reflection: Students need to complete a survey provided by teachers, aiming to evaluate the following aspects: ● Self Performance during the activity ● Evaluating their group members ● Suggestions for future CAPP activity pattern Part II: Associated one-pager https://docs.google.com/document/d/1US9BwAaKyw1DMgNz3_jtWF6KfS17egX1ZPKHWJtD7dQ/edit?usp=sharing
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