Research and practice of formative assessment in college English listening and speaking teaching under new media environment

王琪

Summary：On the basis of analyzing the advantages of the new media resources，this paper integrates the new media-based platform of in-class and out-of-class teaching resources，combined with experiential teaching research，this paper explores the application of new media resources in formative assessment of college English listening and speaking teaching.To solve the practical problems in the evaluation of college English listening teaching and to improve students'comprehensive ability of language application.

Key words：New Media Resources;listening teaching;formative assessment

The so-called new media is relative to the traditional media，is a constantly changing concept.Some scholars define new media as "interactive digital compound media".Generally speaking，it is the media forms that appear under the new technology supporting system，such as digital magazine，digital newspaper，Digital Radio，mobile phone short message，mobile TV，network，desktop window，digital TV，digital film，touch media，etc.，it emphasizes the integration and interaction of audio-visual information.In recent years，with the development of new media resources and Internet technology，colleges and universities not only set up campus network actively，but also expand the application scope of Internet in teaching.As a new form of communication，new media has many advantages that traditional media can not realize.These advantages provide a favorable guarantee for the realization of the goal of college English teaching reform.At present，new media technology is applied more and more in English listening and speaking teaching.The advantages of English listening and speaking teaching based on new media are becoming more and more obvious.It plays an important role in enhancing the actual effect of English listening and speaking teaching and improving students'English listening and speaking ability.

The evaluation of English curriculum in China relies too much on summative evaluation and neglects the students'learning process and their daily learning behavior.In the past，the teaching of listening and speaking mainly focused on summative assessment，that is，including the listening test in the listening part of the final comprehensive English test，it is difficult for students to understand the gap between their abilities and their jobs，and at the same time，it is disadvantageous for students to get positive encouragement and support from teachers in the whole learning process.This evaluation mode hinders the establishment of the autonomous learning mode of listening and speaking.This paper proposes a new assessment system for college English listening based on formative assessment in the new media environment，which combines portfolio assessment，peer assessment and self-assessment to improve students'listening and speaking ability.The so-called formative assessment is an assessment of students'performance，achievements and the development of their emotions，attitudes and strategies in their daily learning process，it is based on the continuous observation，recording and reflection of the whole process of students'learning.

According to the characteristics of college English curriculum in our university，this paper makes full use of the formative assessment method to complete the assessment of students'listening and speaking level.Usually the result is mainly composed of students'pre-class preparation evaluation，class performance evaluation and after-class task evaluation.Emphasizing the four stresses，namely，emphasizing the evaluation of students'comprehensive abilities such as autonomous learning，independent thinking and teamwork，and emphasizing the evaluation of students'practical training in listening and speaking languages by using new media technical resources，it emphasizes the evaluation of students'performance and participation in class and extra-curricular activities，as well as the auxiliary evaluation of Students'self-evaluation and others'evaluation.In order to help students solve the listening and speaking problems involved in the various stages of learning，and to form good listening and speaking ability，we set up a learning file for each student.

Students are assigned to complete a number of tasks after class，such as reading the text，recording the audio homework，telling stories，singing English songs，etc..Students put their most satisfactory audio homework into their study files，so that the contents of the learning archives always reflect their best level.Put a record of each oral test in the spoken English file so that the students can observe their progress.Students search for new information through the network to complete the teacher's extended assignments，and make a multimedia presentation courseware.Through a period of training，the role of teachers，students，learning attitude，learning methods and learning strategies have changed，students change from passive to active，object to subject.At the same time，students are required to present their assignments in class in the form of project assignments.At the end of the demonstration，the self-assessment and mutual evaluation were carried out among the students.Finally，the teacher gave the evaluation.In this way，students listen to English songs，watch English movies，design multimedia presentation slides，comment on current affairs and so on.Enable them to learn from a variety of media resources to obtain information，complete the class and after-class task project.

References：

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[2]Rao Xiaofei.A study on the application of Pygmalion effect in formative assessment of college English listening teaching.Foreign languages，2012（s1）：155-158.