Classroom practice of diversified assessment for college English public speaking courses under the AFL framework
AFL理念下高校英语演讲课堂评价体系改革与实践探究

摘要

本研究基于 Assessment for Learning（AFL）理念，借鉴 Toastmasters（TM）演讲训练机制，对高校英语演讲课堂的评价方式进行了实践探索。针对传统课堂中评价方式单一、反馈不足以及学生参与度不高等问题，构建了以“教师评价—学生自评—同伴互评”为核心的多元评价体系，并在课堂教学中融入角色分工、即时反馈和持续改进等教学策略。在实际的教学实践中，该模式有助于增强学生课堂参与意识、提高表达积极性，并促进学生在持续反馈中不断改进演讲表现。同时，学生在逻辑表达、语言组织和非语言表现等方面均表现出积极变化。课堂实践表明，将AFL理念与Toastmasters演讲训练机制相结合，能够为高校英语演讲课堂评价改革提供一种可操作的实践路径，也为其他口语类课程评价改革提供了有益参考。

Abstract

This study explores the reform of classroom assessment in college English public speaking courses by integrating the principles of Assessment for Learning (AFL) with the Toastmasters assessment approach. Instead of relying solely on teacher evaluation, a diversified assessment combines self-assessment, peer assessment and teacher feedback at different stages of classroom teaching. Classroom role assignments, immediate feedback, and iterative improvement were also carried out throughout the teaching process. After five terms of classroom practice, the assessment system has helped increase students’ classroom participation and willingness to practicing publish speaking in and out of the classroom. It also encourages continuous reflection and improvement throughout the learning process. Positive changes were also observed in students’ logical organization, language expression, and speech delivery. The classroom practice suggests that integrating AFL with the Toastmasters approach is both feasible and effective for college English public speaking courses, and may also provide useful reference for assessment reform in other English speaking courses.