On Testing and Assessment of Oral English for English Majors: An Empirical Study

DOI

10.2991/icesem-18.2018.13How to use a DOI?

Keywords

Assessment and testing; Oral English online course; Formative and summative assessments; Washback effect

Abstract

This paper explores how to break the single teaching result evaluation, to balance and integrate formative and summative assessments and to measure and test learners’ oral English language proficiency against the background of MOOC, Micro-Class, Flipped Classroom and SPOC teaching modes. It takes “Oral English 3” as an illustration and finds that formative assessment improves teaching effects and learning outcomes. Characterized by monitoring students’ learning and providing ongoing feedback, such an assessment can help learners identify their strengths and weaknesses and target areas that need work, foster learning autonomy and promote academic success. It concludes that integrating formative and summative assessments can enhance students’ abilities to make PPT presentations and develop their competence in thinking, oral expression and communication in English, thus generating positive washback effects.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Huijuan Xue
PY  - 2018/08
DA  - 2018/08
TI  - On Testing and Assessment of Oral English for English Majors: An Empirical Study
BT  - Proceedings of the 2018 2nd International Conference on Education Science and Economic Management (ICESEM 2018)
PB  - Atlantis Press
SP  - 56
EP  - 59
SN  - 2352-5398
UR  - https://doi.org/10.2991/icesem-18.2018.13
DO  - 10.2991/icesem-18.2018.13
ID  - Xue2018/08
ER  -