A Study On The Assessment And Its Washback Effect Of Postposed Graded Homework In College English Teaching

As an emerging teaching mode,graded teaching is now being applied by more and more colleges and universities into college English teaching,hence graded college English teaching is attracting more and more people's attention.This kind of teaching mode suits the teaching principle of people oriented,and for students of different English learning proficiency,graded teaching is beneficial for improving themselves with a higher self-efficacy.However,disadvantages could also exist in this teaching mode.The students graded into the same level may still have differences in English proficiency,therefore,on the basis of graded college English teaching,graded homework comes into public's attention.Homework has always been an ignored teaching process in college English teaching.As an extension and supplement for classroom teaching,homework is a critical instrument for students to digest and take in the knowledge learned in the classroom,and also a vital means for teachers to receive teaching feedback and to adjust teaching method.The importance of homework also relies on assessment and feedback.As previous studies have firmly approved that graded college English teaching is helpful to improve students' English learning proficiency,but the application of grade homework has not attracted too much attention from researchers.Therefore,how to put college English graded homework into actual practice,how to make more efficient assessment on college English graded homework and how does it exert the washback effect on teachers and students,such questions are really concerned by the researcher.So the research questions for further study is the way to better apply formative assessment into college English graded teaching,to realize its positive washback effect and to achieve the goal of improving students' English proficiency and improving college English teaching quality.Around those research questions,the researcher is going to apply postposed graded homework in the teaching process and make a research on its application method.At the same time,it is also a study to explore efficient assessment on graded homework and its washback effect.The study adopts an empirical method,including tests,questionnaire and in-depth interview.These three research instruments are relatively complemented,mutually testified,and such multi-angle experiment could achieve a more qualified study result.The researcher takes 86 non-English major students from two paralleled classes as the research objective,and carries out an eighteen-week English study experiment.At the beginning and the end of the research,the researcher makes use of test papers of College English Test Band 4 to take a pretest and a post test separately.In addition with the questionnaire as the background investigation and the in-depth interview with students,the researcher gets the conclusion through comparison and analysis.The main statistical methods used in this study are descriptive statistics and paired sample T-test.Through nearly five months' experimental research and data analysis,the researcher has verified the promoting effect of graded English homework on College English learning ability,and summarized the specific implementation strategies of graded homework.At the same time,the researcher has studied the washback effect in the process of graded homework assessment,and verified the hypothesis.In order to realize the effective assessment of homework,the researcher discusses and summarizes the evaluation methods of the graded homework,and puts forward the the assessment mode of graded homework based on the graded college English teaching and supplemented with the professional characteristics and the incentive mechanism.