Application research of formative evaluation in flipped classroom of college English
10.3760/cma.j.issn.2095-1485.2016.02.018
- VernacularTitle:形成性评价在大学英语翻转课堂中的应用研究
- Author:
Yan KONG
;
Jin CHEN
;
Bochun YAO
- Publication Type:Journal Article
- Keywords:
Formative assessment;
College English;
Flipped classroom;
Teaching effect
- From:
Chinese Journal of Medical Education Research
2016;15(2):180-184,185
- CountryChina
- Language:Chinese
-
Abstract:
Objective To discuss the effect of formative evaluation for flipped classroom of college English teaching. Method We chose 180 clinical medicine undergraduates from a college and divided them equally into experimental class and control class. In the experimental class, the formative evaluation was implemented for the flipped classroom of college English teaching from September 2014 to June 2015. At the same time, the teaching in the control class was carried out according to the basic process of flipped classroom, with no formative evaluation. At the end of the experiment, the students' satisfaction survey, autonomous learning ability and English proficiency test of the two classes were finished. SAS 9.1 software was used for statistical analysis, and t test was used to compare two class measurement information and count data with chi-square test. Result ①Experimental class' satisfaction of formative assessment teaching design for flipped classroom was 94.45%, which was obviously higher than that of the control class (66.66%). The difference was statistically significant (χ2=7.94, P=0.005). (χ2=7.94,P=0.005).②The score at first, fifth dimension and the overall score of independent learning in experimental classes were respectively (55.31± 4.99)、 (53.61±4.93)、 (247.16±22.10), and they were significantly higher than those in the control class (47.18±4.23)、(45.72±4.01)、(225.92±20.78) (t=8.889, P=0.001;t=7.299, P=0.001;t=6.642,P=0.001), and other dimensions' score was also significantly higher than that in comparative classes (P<0.05). ③The pass-ing rate of CET-4, and the number of students from 505 to 544 and more than 545 fraction in the experi-mental class were respectively 79 (87.78%)、19 (21.11%)、10 (11.11%), and they were significantly higher than those in the control class 61(67.78%)、10(11.11%)、0(0). Conclusion Formative assessment can obvi-ously improve the teaching effect of flipped classroom of college English.
