A Formative Assessment On Task-based Teaching Method For Oral Chinese Class

As an attempt of formative assessment on task-based method for oral Chinese class, the key problem that this thesis discusses is to demonstrate how to carry on the formative assessment and through combining "Teaching, learning, assessment " and how to improve the level of teaching as well as the students’communicative skills.The author revealed the existing problems of assessment for oral class through surveys. Former assessments on task-based method for oral Chinese class is more rigid and less objective, According to above mentioned, the author attempt to establish a formative assessment on task-based method for oral Chinese class. Besides, in order to test the practicality of this set of assessments, the author applied them to a real classroom and analyzed the availabilities and inadequacies through the test of practice to make the formative assessments more applicable.The thesis is divided into six chapters:Chapter One is the introduction, presenting the reasons, the significance and study methods of the research. Chapter Two is to establish the way of the formative assessment on task-based method for oral Chinese class based on theoretical foundation, which introduces the pedagogy of formative assessment and task-based teaching method. Chapter Three is the practice of the author applied the formative assessment into task-based for oral class and analyzed the feedback of the class. Chapter four and Chapter five are to analyze the effects on students’learning as well as on teachers’teaching based on analyzing the various statistic results. At last, as a conclusion to the whole thesis, the significance and questions remaining to be solved are mentioned.There are three characters in this article:Firstly, the author explored the formative assessment on task-based method for oral Chinese class through demonstrating the necessity and a set of principles and methods, which based on the pedagogy theory, language acquisition and ideas about assessment methods. Secondly, the author explored the subjects of assessment and refined the criteria of assessment based on observation and record in class. As a result, the formative assessment on task-based class has certain standards, quantitative scores, more clear descriptive review following the certain procedures, which make the teaching feedback more effective. Thirdly, the author integrated the formative assessment and the task-based teaching methods for oral class assessment through combining "Teaching, learning, assessment" closely interlinked with each other to improve the level of teaching and learning.