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Application of Formative Assessment in a Chinese EFL Course

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Exploring Learning & Teaching in Higher Education

Part of the book series: New Frontiers of Educational Research ((NFER))

Abstract

In this paper, the authors developed a tentative model for assessing learners’ public speaking competence by incorporating formative assessment practices with conventional summative assessment tools in a Chinese EFL public speaking course. An exploratory experiment was carried out over 16 weeks. Fifty-six learners participated in the experiment with randomized assignment into one of two groups: an experimental group (N = 28) with the application of the tentative assessment model and a control group (N = 28) with the conventional assessment model. Results indicated that the learners in the experimental group demonstrated significantly better performance in public speaking, particularly in terms of their delivery skills. The analysis of learning journals and post-experimental survey also showed learners’ positive perception of the tentative assessment model.

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Acknowledgements

This research is supported by the Beijing Higher Education Young Elite Teacher Project (YETP0463) and the Fundamental Research Funds for the Central Universities (2013RC0702). A part of the findings in this research was originally published in Chinese in the Social Science Edition of the Academic Journal of Beijing University of Posts and Telecommunications, 2012, No. 5, 112–118.

Author information

Authors and Affiliations

  1. Beijing University of Posts and Telecommunications, Beijing, China

    Chunping Zheng & Chuhan Li

Authors
  1. Chunping Zheng
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  2. Chuhan Li
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Corresponding author

Correspondence to Chunping Zheng .

Editor information

Editors and Affiliations

  1. Faculty of Education, Institute of Educational Technology, Beijing Normal University, Beijing, China

    Mang Li

  2. Educational Methodology, Policy & Leadership, University of Oregon, Eugene, Oregon, USA

    Yong Zhao

Appendices

Appendix A

Evaluation form for learners’ ability to give an English public speech

Parts

Criteria

Gradea

Introduction

Gained attention and interest

E G A F P

Introduced topic clearly

E G A F P

Related topic to audience

E G A F P

Body

Main points clear

E G A F P

Organization well planned

E G A F P

Language accurate

E G A F P

E G A F P

Language clear

E G A F P

Language appropriate

E G A F P

Connectives effective

E G A F P

Conclusion

Prepared audience for ending

E G A F P

Reinforced central idea

E G A F P

Vivid ending

E G A F P

Delivery

Began speech without rushing

E G A F P

E G A F P

Maintain strong eye contact

E G A F P

Avoided distracting mannerisms

E G A F P

E G A F P

Articulated words clearly

E G A F P

Used pauses effectively

E G A F P

Used vocal variety to add impact

E G A F P

E G A F P

Communicated enthusiasm for topic

 

Departed from lectern without rushing

General Comments

  
  1. a E excellent (=5), G good (=4), A average (=3), F fair (=2), P poor (=1)

Source: adapted from Lucas and Suya (2011). The Art of Public Speaking (teacher’s book), Tenth Edition. Beijing: Foreign Language Teaching and Research Press. With the permission of using the form by Lucas, S. E. and FLTRP.

Appendix B

2.1 Post-experiment Survey for the English Public Speaking Course

Please rate the following items based on the degree of your approval.

  • 5: Strongly Agree

  • 4: Agree

  • 3: Neutral

  • 2: Disagree

  • 1: Strongly Disagree

  1. I.

    Peer Assessment

1. I feel comfortable with peer assessment.

  • A. 5 B. 4 C. 3 D. 2 E. 1

2. I don’t think peer assessment is time-consuming.

  • A. 5 B. 4 C. 3 D. 2 E. 1

3. I think peer assessment is objective.

  • A. 5 B. 4 C. 3 D. 2 E. 1

4. Peer assessment is useful in improving my grammar.

  • A. 5 B. 4 C. 3 D. 2 E. 1

5. Peer assessment is useful in improving my vocabulary.

  • A. 5 B. 4 C. 3 D. 2 E. 1

6. Peer assessment is useful in improving the organization of my speech.

  • A. 5 B. 4 C. 3 D. 2 E. 1

7. Peer assessment is useful in improving the development of my speech.

  • A. 5 B. 4 C. 3 D. 2 E. 1

8. The peer assessment is useful in improving the unity of my speech.

  • A. 5 B. 4 C. 3 D. 2 E. 1

9. Peer assessment is useful in improving the cohesion of my speech.

  • A. 5 B. 4 C. 3 D. 2 E. 1

10. Peer assessment is useful in improving the delivery of my speech.

  • A. 5 B. 4 C. 3 D. 2 E. 1

  1. II.

    Instructor Assessment

11. I feel comfortable with instructor assessment.

  • A. 5 B. 4 C. 3 D. 2 E. 1

12. I don’t think instructor assessments is time-consuming.

  • A. 5 B. 4 C. 3 D. 2 E. 1

13. I think instructor assessment is objective.

  • A. 5 B. 4 C. 3 D. 2 E. 1

14. Instructor assessment is useful in improving my grammar.

  • A. 5 B. 4 C. 3 D. 2 E. 1

15. Instructor assessment is useful in improving my vocabulary.

  • A. 5 B. 4 C. 3 D. 2 E. 1

16. Instructor assessment is useful in improving the organization of my speech.

  • A. 5 B. 4 C. 3 D. 2 E. 1

17. Instructor assessment is useful in improving the development of my speech.

  • A. 5 B. 4 C. 3 D. 2 E. 1

18. Instructor assessment is useful in improving the unity of my speech.

  • A. 5 B. 4 C. 3 D. 2 E. 1

19. Instructor assessment is useful in improving the cohesion of my speech.

  • A. 5 B. 4 C. 3 D. 2 E. 1

20. Instructor assessment is useful in improving the delivery of my speech.

  • A. 5 B. 4 C. 3 D. 2 E. 1

  1. III.

    Speech Presentation and Video Reviewing

21. I feel comfortable about being videotaped.

  • A. 5 B. 4 C. 3 D. 2 E. 1

22. I don’t think reviewing the video files of my class presentation is time-consuming.

  • A. 5 B. 4 C. 3 D. 2 E. 1

23. I can view my performance objectively from the video files.

  • A. 5 B. 4 C. 3 D. 2 E. 1

24. I can improve my appearance by reviewing the video files of my own in-class performance.

  • A. 5 B. 4 C. 3 D. 2 E. 1

25. I can learn to better control my facial expressions by reviewing the video files of my own in-class performance.

  • A. 5 B. 4 C. 3 D. 2 E. 1

26. I can learn to maintain better eye contact by reviewing the video files of my own in-class performance.

  • A. 5 B. 4 C. 3 D. 2 E. 1

27. I can learn to better control my body movements and gestures by reviewing the video files of my own in-class performance.

  • A. 5 B. 4 C. 3 D. 2 E. 1

28. I can improve my pronunciation and intonation by reviewing the video files of my own in-class performance.

  • A. 5 B. 4 C. 3 D. 2 E. 1

29. I can improve my English fluency by reviewing the video files of my own in-class performance.

  • A. 5 B. 4 C. 3 D. 2 E. 1

30. I can overcome stage fright by reviewing the video files of my own in-class performance.

  • A. 5 B. 4 C. 3 D. 2 E. 1

31. I can make progress in my emergency-coping ability by reviewing the video files of my own in-class performance.

  • A. 5 B. 4 C. 3 D. 2 E. 1

  1. IV.

    Learning Journal Writing

32. I feel comfortable writing a learning journal after every speech.

  • A. 5 B. 4 C. 3 D. 2 E. 1

33. I don’t think writing a summary is time-consuming.

  • A. 5 B. 4 C. 3 D. 2 E. 1

34. I am objective when I write the summary.

  • A. 5 B. 4 C. 3 D. 2 E. 1

35. I can get effective feedback from instructor after writing the summary.

  • A. 5 B. 4 C. 3 D. 2 E. 1

36. I can benefit from reviewing the summary.

  • A. 5 B. 4 C. 3 D. 2 E. 1

  1. V.

    Overall Evaluation

37. I have improved in how to write effective public speeches in English.

  • A. 5 B. 4 C. 3 D. 2 E. 1

38. I have improved in how to deliver public speeches in English.

  • A. 5 B. 4 C. 3 D. 2 E. 1

39. I have improved in my skills of intercultural communication.

  • A. 5 B. 4 C. 3 D. 2 E. 1

40. I have improved in my self-learning ability.

  • A. 5 B. 4 C. 3 D. 2 E. 1

41. I have improved in my skills of critical thinking.

  • A. 5 B. 4 C. 3 D. 2 E. 1

42. I have improved in effectively listening to public speech.

  • A. 5 B. 4 C. 3 D. 2 E. 1

43. I have improved in my ability to utilize research skills and strategies.

  • A. 5 B. 4 C. 3 D. 2 E. 1

44. I have become more confident in making an English public speech.

  • A. 5 B. 4 C. 3 D. 2 E. 1

45. I have become more interested in making public speeches in English.

  • A. 5 B. 4 C. 3 D. 2 E. 1

46. I think the assessment system of this course is very good.

  • A. 5 B. 4 C. 3 D. 2 E. 1

Thank you very much for your cooperation!

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Zheng, C., Li, C. (2015). Application of Formative Assessment in a Chinese EFL Course. In: Li, M., Zhao, Y. (eds) Exploring Learning & Teaching in Higher Education. New Frontiers of Educational Research. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-55352-3_18

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  • DOI: https://doi.org/10.1007/978-3-642-55352-3_18

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  • Print ISBN: 978-3-642-55351-6

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