网上形成性考核改革促使开放教育实践水平的提升
——以中央广播电视大学“综合英语”系列课程为例
张宇光1 刘占荣1 张峦峤2
（1.中央广播电视大学 外语学院，北京 100031；
2.中央广播电视大学 考试中心，北京 100031）
【摘要】中央广播电视大学是世界上最大的远程教育机构，开设有849门课程，大部分课程都有在线学习的成分，因此，利用网上形成性考核的方式进行开放教育学习支持服务具有重要作用。中央广播电视大学开放教育英语专业专科层次“综合英语”系列课程先后经过“‘综合英语’网络课程建设”项目（2006-2008年）与“‘综合英语’课程教学团队建设”项目“网上形成性考核”子项目（2009年至今）两次大规模的开放教育资源革新。本研究通过运用开放教育实践矩阵以及问卷调查分析方法判定两个项目实施前后“综合英语”课程开放教育资源和开放教育实践的开放程度。通过分析该课程的社会参与程度、协作使用和开放的程度以及开放教育实践自主自由度和社会协作程度，本研究得出以下结论：中央广播电视大学“综合英语”课程开放教育实践经历了一个从“初级”到“中级”再到“高级”的发展过程；从使用者处获得的信息反馈对于丰富和提升网上形成性考核学习资源的质量具有持续性价值；需要持续关注、研究和改进开放教育实践，以满足学习者不断新增的学习需要。希望本研究对其他教学机构和个人在促进开放教育实践的开放度方面有一定借鉴意义。
【关键词】网上形成性考核；开放教育资源；开放教育实践
【中图分类号】G40-058.1
【文献标识码】A
【文章编号】1007-2179(2011)06-0082-07
【作者简介】张宇光，硕士，讲师，中央广播电视大学外国语学院教师（zhangyg@crtvu.edu.cn）；刘占荣，副教授，中央广播电视大学外语学院院长；张峦峤，副教授，中央广播电视大学考试中心主任。
The Utilization of Formative Computer-based Assessment
in Open Educational Practice in China: A Case Study of OUC
Integrated English Courses
ZHANG Yuguang1,LIU Zhanrong1 & ZHANG Luanqiao2
(1.Faculty of Foreign Languages,Open University of China, Beijing 100031, China;
2.Test Center,Open University of China, Beijing 100031,China)
Abstract: As the largest distance education system in the world with 732 curricula and more than 3 million active enrolled students. Open University of China (OUC) offers most courses online with optional face-to-face components, and provides learning support, such as discussion forums and self-administered voluntary computer-based formative assessments (CBFA). The students are generally adults in full-time employment and widely dispersed throughout China, so the CBFA plays a significant role in supporting distance learning. In order to explore the learning effectiveness of CBFA, this paper used survey and interview to collect data from two national projects focused on the Integrated English course offered at OUC. The main findings of this paper include that the feedback from users continues to be valuable to improve the CBFA resources, and the users appreciate and increase motivation after receiving the responding summaries and reports we give back to them. Another key finding we report is that open educational practices (OEP) need constant development to incorporate the received feedback from users.
Key words: computer-based formative assessment (CBFA); open educational resources (OER); open educational practices (OEP); Open University of China (OUC)
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