Effects of Formative Assessment in Junior High School English Lessons

这项研究考察了在初中英语课堂上使用形成性(同伴和自我反省)评估六个月的效果。所有学生都参与了两人一组的口语活动，另一对学生观察到了这一点。在体验组，学生在活动结束后填写同伴评估和自我反省评价表，而控制组则反复练习填写该表。实验组和控制组的听力后测试分数在统计上没有显著差异，尽管两组都比测试前的分数有了显著的改善。试验组和控制组在后自我评估方面没有统计学差异。口语测试数据目前正在分析中。

The study examined the effects of using formative (peer and self-reflection) assessment for six months in junior high school EFL lessons. All students were engaged in pair speaking activities which another pair observed. In the experiemental groups, students filled in a peer assessment and self-reflective comment sheet after the activity, while the control groups repeated practice insead of filling the form. There was no statistically significant difference in the post-listening test scores between the experiemental and control groups, although both groups show statistically significant improvement from the pre-test scores. There was no statistically significant difference in post-self-assessment measures between the experiemental and controle groups. Speaking test data is currently being analyzed.