Fang Wang

From KNILT
Revision as of 01:09, 23 April 2019 by Fang Wang (talk | contribs)
(diff) ← Older revision | Latest revision (diff) | Newer revision → (diff)

|Return to: ETAP 623 Spring 2019 Section 9571 (Zhang)| Integrate formative assessment into primary level of Chinese as a second language lessons


About Me

Hi everyone! My name is Fang Wang. I am from China.I have been teaching Chinese as a second language for international students for 7 years at Tsinghua University, Beijing, China. Now I am pursuing my Master degree in the program of Curriculum Development and Instructional Technology at the University of Albany. I expect to complete the program by this August. I enjoy teaching. I feel very happy when I see my students get new knowledge because of me.

My Topic and Purpose

Using formative assessment in introductory Chinese teaching

Assessment is of central importance in education. Considering that second language (L2) acquisition for adults is built on the process of learning, correction and improvement, assessment would play an important role in learning outcomes. Formative assessment focuses on students’ diary performance instead of summary assessment after a period of time, which could let teachers to know what teaching goals have not been reached and what aspects students still have difficulties, so it will strongly impact on L2 learners performance. However, in the field of Chinese teaching as a foreign language, many teachers don't know what formative assessment is and how to use it in practice. The mini-course will offer the definition, function of formative assessment and some teaching measures reflecting formative assessment. More importantly, the mini-course will give readers a concrete example of one Chinese introductory lesson in which the mini-course will show how to design teaching measures of formative assessment and how to analyze the related data.

Learning Outcomes

Enabling Goal:The learners will develop and analyze a formative assessment system based on the different Chinese language levels, or different country students, or different learning goals, so as to improve the effect of classroom teaching Chinese as a foreign language.

Remember :Recall from memory the definition, types and functions of formative assessment.

Understand :Demonstrate formative assessment through teaching examples through teaching examples that learners have a grasp of the essence of the formative assessment.

Apply:Design a formative assessment system based on the teaching content and learners.

Analyze :Compare the differences between the formative assessment and other assessment methods.

Evaluate:Identify the advantages and disadvantages of formative assessment in different learning context and goals.

Create: Develop different assessment systems including formative assessment that take into account individual differences, curriculum design, administrative needs to fit in different situations in terms of teaching Chinese as a foreign language.

Needs Assessment

1. Instructional problem

Students often complain about the poor effect of classroom learning, such as less chances to practice Chinese in class, or less feedback for them to improve Chinese, or before mastering old grammatical structures or vocabulary, teacher has begun to teach new knowledge, ect. I figure out formative assessment can improve these negative comments of classroom teaching. Specifically, formative assessment is to help teachers find out the “gap” between ideal targets set by teachers and real outcomes achieved by students. So grasping the “gap” will help teachers to create their instructional design. Secondly, in order to collect more information about learners' learning progress based on the theory of formative assessment, teachers will inevitably increase the chances of practicing Chinese in classroom. Unfortunately, many Chinese teachers have not yet mastered how to properly use formative assessment in the classroom.

2. Intended setting

Training courses for pre-service or in-service teachers of teaching Chinese as a foreign language

3. Participants

The students whose major is teaching Chinese as a foreign language, and the Chinese teacher who are interested in formative assessment

4. Intended change

After completing this mini-course, participants will have ability to design teaching measures of formative assessment. They will apply the measures in their classroom and improve effect of classroom learning in terms of teaching Chinese as a foreign language.

Analysis of the Learner and Context

1. Learners Analysis

According to the teaching experience, learners can be divided into three categories: undergraduate or graduate students without teaching experience, novice teachers and experienced teachers.

Performance-Based Objectives

At the end of this course, learners will be able to:

1. Identify the advantages and disadvantages of formative assessment.

2. Design a set of formative assessment according to different teaching methods, curriculum requirements and learners of Chinese language.

3. Analyze the data of formative assessment and correspondingly revise the teaching process.

Task Analysis

Elaborate and analyze the objectives to identify more specific enabling and supporting objectives.

Curriculum Map

Curriculum map.jpg

References and Resources