An Action Research On The Of Students’ Self-Assessment Form For The Production-Oriented Spoken Chinese Textbook

Emphasizing students’ self-assessment and students’ assessment subject status is the development trend of teaching assessment.The main purpose is to help students make reflective assessments and promote students’ autonomous learning.In the process of cultivating students’ self-assessment awareness and helping students to carry out effective self-assessment,the students’ self-assessment form plays an important role.There have been few research results on the design and application of students’ self-assessment form in the field of International Chinese Language Education.In recent years,Production-Oriented Approach（POA）has been introduced to the field of International Chinese Language Education,which has made a beneficial exploration of the "assessment" part,especially the"self-assessment".The Spoken Chinese in the New Era series of textbooks（trial version）based on POA has set up students’ self-assessment form.Since this series of textbooks has not been published yet,and still in the revised and experimental stage,the trial students’ selfassessment form can still be improved.According to the previous teaching practice,the main problems of the trial self-assessment form are as follows:If the single-course student selfassessment form only contains closed graded assessment questions,the effect of assessment will not be good.The range of assessment questions is not wide enough,and most of them focus on the completion of "output tasks" and the overall learning goals.And the expression of assessment questions is relatively broad and has a high degree of homogeneity.In this regard,this study took Spoken Chinese in the New Era:Intermediate（Part 1）as the point of penetration,and conducted a 16-week action research in an oral Chinese intermediate class.Through three rounds of action research,explored how to improve the self-assessment form in the cycle of "plan-act-observe-reflect",and tested the effect of the self-assessment form in practice,and finally shaped the basic frame and content of the improved self-assessment form,then summarized and refined the principles of improved design.Based on the "target-oriented" core design principle,this study improves the design of the self-assessment form in terms of form and content.In terms of form,the two types of assessments are both related,and have their own emphases by integrating "graded assessment questions" and "open assessment questions".In terms of content,add assessment questions related to "Enabling",part of classroom teaching.The assessment scope covers the important task nodes of "Enabling" and "output tasks",connecting several sub-goals of teaching and the overall goal of output.In addition,the order of assessment questions should follow the teaching concepts and teaching process of POA as much as possible.The expression of assessment questions is differentiated in combination with specific text topics and teaching content,which is more specific,contextualized,and more targeted.Combined with the teaching goal,assessment points repeated in the self-assessment form which belongs to preceding and following texts,should be clarified.For the improved self-assessment form,the general acceptance from teachers and students is favorable,and the self-assessment form shows effect on promoting students’reflective learning and realizing the idea of "Assessment is Learning".Through semistructured interviews,most students think that the improved self-assessment form has an intuitive and clear format,more plentiful assessment questions,and is more helpful on learning.The self-assessment form has different functional values in form and content.The functions in form mainly include "emotional motivation" and "insufficient prompting",and the functions in content mainly include several aspects,such as "course cognition","language mindset","learning strategies" "reflection consciousness" and so on.For teachers,the self-assessment form is a useful tool to assist daily teaching and teacher assessment,and it can also reduce the assessment burden of teachers.Based on the results of action research,this study considers that when designing,it is also necessary to pay attention to these points:the self-assessment form is not equal to the after-class exercises;the number of questions in the self-assessment form should be controlled;the expression of the assessment questions should be optimized;appropriate tips for filling in the self-assessment form need to be set;and consider differences about students’language levels and individual factors.