View source for Integrate formative assessment into primary level of Chinese as a second language lessons

Designed by: [[Fang Wang]]



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. In order to improve the situation,  formative assessment can be introduced in the classroom. 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. 


=='''Course Overview'''==

==='''Introduction'''===
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.


=='''Course Units'''==
This mini-course includes the following units Click the title of a unit to go to it's page.
===[[Unit 1: What is Formative Assessment (FA)]]===


===[[Unit 2: Case study of FA]]===


===[[Unit 3: Analyze data and teaching strategies]]===


[[Category: Formative assessment]]
[[Category: Foreign/second language]]
[[Category: College education]]