Effects of Formative Assessment in Junior High School English Lessons

本研究考察了在六个月的初中英语课程中使用形成性（同伴和自我反思）评估的效果。所有学生都进行了一组一组的口语活动，另一组观察。在实验组中，学生在活动结束后填写了一份同伴评估和自我反思评论表，而对照组则重复练习而不是填写表格。实验组和对照组在听力测试后的分数上没有统计学上的显著差异，尽管两组在测试前的分数上都有统计学上的显著提高。实验组与对照组在自我评价后各项指标上差异无统计学意义。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.