The past two decades have seen formative assessment claim legitimacy in policy discourse and engender immense tensions within the testing-dominated assessment regimes of multiple educational settings.These tensions,al...The past two decades have seen formative assessment claim legitimacy in policy discourse and engender immense tensions within the testing-dominated assessment regimes of multiple educational settings.These tensions,along with the top-down approach of the policy process,have made the inroads of formative assessment in local contexts very complex.This study seeks to unveil the localized appropriation and actualization of a formative assessment initiative in the College English area at a Chinese local university.The focus is on how the key actors at the institutional and classroom levels appropriate and negotiate the policy meaning within their local community of practice.Analysis of an individual interview with the dean and a focus-group interview with six 1 teachers has revealed a“two-hand”approach to the national policy and a nested mediation from local constraints,“cultural tools for thinking”and,more importantly,power in the policymaking process at the institutional level.The classroom level,on the other hand,witnesses capable teachers exercising their agency within a limited space.As a result,we would caution that power and agency could be solid mediators in the policy process and need to be exercised with care to ensure a more coherent implementation of assessment innovations.展开更多
Theoretical education and practical education are very important in clinical laboratory teaching.The teaching evaluation system is one of the important means to test the quality of course teaching.The traditional summ...Theoretical education and practical education are very important in clinical laboratory teaching.The teaching evaluation system is one of the important means to test the quality of course teaching.The traditional summative evaluation needs to be improved in terms of scientificity and impartiality,and its guiding effect on teaching reform is limited.Therefore,this paper proposes to apply formative evaluation to clinical laboratory teaching to remobilize students'learning enthusiasm and provide valuable guidance for the subsequent teaching reform,hoping to achieve the purpose of improving the quality of laboratory teaching.展开更多
Formative assessment is integral to classroom instruction and learning.This paper gives an overview of the major issues in formative assessment,including its definition,scope,and the assessment process.Formative asses...Formative assessment is integral to classroom instruction and learning.This paper gives an overview of the major issues in formative assessment,including its definition,scope,and the assessment process.Formative assessment can be performed by a teacher,peer,and even AI,includes self-assessment,and involves the process of elicitating and interpreting evidence of learning and using the information to make decisions on further learning.展开更多
Teaching evaluation is an important part of the teaching process of college English courses,and effective formative assessment can reflect the entire teaching process from multiple perspectives and ensure the smooth a...Teaching evaluation is an important part of the teaching process of college English courses,and effective formative assessment can reflect the entire teaching process from multiple perspectives and ensure the smooth achievement of teaching objectives.Formative assessment is an assessment that runs through the entire learning process,based on humanism and constructivism,with various forms of evaluation.展开更多
Teaching assessment plays a very important part in college English teaching, and effective formative assessment can encourage students＇ learner autonomy, improve their ability, and stimulate their creativity as well....Teaching assessment plays a very important part in college English teaching, and effective formative assessment can encourage students＇ learner autonomy, improve their ability, and stimulate their creativity as well. Based on the foreign and domestic studies, this paper first reviews the definition and types of assessment, and then analyses the factors which influence the application of formative assessment in the process of college English teaching.展开更多
Teaching assessment is one of the most important components of college English teaching. The traditional assessment system over emphasizes the summative assessment, which used examinations as the main assessment metho...Teaching assessment is one of the most important components of college English teaching. The traditional assessment system over emphasizes the summative assessment, which used examinations as the main assessment method. Formative assessment focuses on the process assessment during the practice of teaching. It is integrated in the teaching and learning process and cannot be separated as evaluation. The formative assessment aims to confirm the students＇ potential, develop their ability in study and strengthen the students＇ confidence and the spirit of cooperation. It is also a method intended to generate feedback on performance to improve and accelerate teaching and learning effectively. Based on some theories, this paper states the importance of the application of formative assessment in college oral English teaching. It also introduces some principles and measures to apply this assessment. The reasonable and effective application can promote college oral English teaching.展开更多
The existing summative evaluation method cannot reveal all the relevant facts about students’learning,potentially leading students to only pay attention to memorizing fragmented language knowledge instead of improvin...The existing summative evaluation method cannot reveal all the relevant facts about students’learning,potentially leading students to only pay attention to memorizing fragmented language knowledge instead of improving their communicative competence.Therefore,the formative evaluation method should be used to supplement the current summative evaluation method in College English teaching in vocational institutes.When using formative evaluation,plans and objectives need to be designed,tools for evaluation selected,information collected regularly,and plans adjusted accordingly.展开更多
Formative assessment is crucial to differentiated language teaching.To ensure the quality of differentiated teaching,some assessment instruments should be adopted during formative assessment,such as differentiated lea...Formative assessment is crucial to differentiated language teaching.To ensure the quality of differentiated teaching,some assessment instruments should be adopted during formative assessment,such as differentiated learning portfolios and group activity journal.The effective application of these instruments can also improve the students' autonomous language learning ability.展开更多
This paper explores the relationship between motivation and assessment and find out the assessment strategies which could motivate students better in L2 learning based on the data and responses collected from 30 non-E...This paper explores the relationship between motivation and assessment and find out the assessment strategies which could motivate students better in L2 learning based on the data and responses collected from 30 non-English majors in a regional university. The data and responses revealed that formative assessment could motivate students better, especially during the process of English learning. It also revealed some problems existing in the assessment strategies implemented in this study, such as the impartiality of peer-assessment and the poor efficiency of group work.展开更多
The study mainly focuses on the influence of formative assessment upon learning strategies. So as to testify the effectiveness of formative assessment application in the promotion of students' learning strategy in...The study mainly focuses on the influence of formative assessment upon learning strategies. So as to testify the effectiveness of formative assessment application in the promotion of students' learning strategy in vocational college, the author has conducted a 20-week study on 76 freshmen in Sichuan College of Architectural Technology. The result shows that the application of formative assessment is mostly effective in the students' adoption of affective strategy.展开更多
The purpose of this assignment is to provide the features of formative assessment and discuss its impact on students' learning, especially in the area of listening improvement, as well as to provide possible sugge...The purpose of this assignment is to provide the features of formative assessment and discuss its impact on students' learning, especially in the area of listening improvement, as well as to provide possible suggestions for teachers to improve Chinese learners' learning under the present assessment system.展开更多
This paper focuses on the advantages of formative assessment and explores a better application of it in English class to facilitate art students’learning and further improve their oral English performance.
This article attempts to integrate language learning strategies into the theory and practice of formative assessment. It is argued that learners’ current language problems might have been a result of their strategic ...This article attempts to integrate language learning strategies into the theory and practice of formative assessment. It is argued that learners’ current language problems might have been a result of their strategic learning problems. As such, diagnosing the potential problems in language learning strategies and providing support in strategic learning(the ‘how’ of learning) will not only help locate the possible causes of language deficiencies but also help learners close the linguistic gap(the ‘what’ of learning). The article also illustrates how language learning strategies can be assessed formatively. Next, two implementation issues, the teacher’s pedagogical content knowledge and student engagement after assessment feedback, are highlighted for discussion.展开更多
The study employed a descriptive mixed-methods qualitative case study approach.Material and interview-based data were collected from two EFL classes in a private international school in central China.Findings from RQ1...The study employed a descriptive mixed-methods qualitative case study approach.Material and interview-based data were collected from two EFL classes in a private international school in central China.Findings from RQ1 suggest that teacher-made summative tests were largely dependable to the extent that the tests reflect the syllabus-based construct and address students’affective factors.Findings from RQ2 suggest that facilitating factors including in-school continuous professional development(CPD)and teacher collegiality practices may enhance FUST’s prospective role.展开更多
This article investigates and analyzes the current circumstances of formative assessment in college oral English teaching. The result shows： （1） students still have some difficulties in the process of oral English ...This article investigates and analyzes the current circumstances of formative assessment in college oral English teaching. The result shows： （1） students still have some difficulties in the process of oral English formative assessment; （2） students are not accessible to abundant formative assessment approaches; （3） teachers play an unsatisfactory role in the process of oral English formative assessment. Finally, this article offers some advice on figuring out the problems above.展开更多
This article aims to help teacher-researchers engage in empirical research on classroom-based assessment for formative purposes. We will first introduce the key features of classroom-based formative assessment(CBFA), ...This article aims to help teacher-researchers engage in empirical research on classroom-based assessment for formative purposes. We will first introduce the key features of classroom-based formative assessment(CBFA), and analyze the research questions asked in round-one projects funded by the Fund for Assessment Research(FAR) in Foreign Language Education in China. Next, we will illustrate how some research questions can be answered by analyzing a video-taped lesson from a round-one FAR project. We conclude by calling for more teacher-led research and argue that research on CBFA by teachers will not only produce valid interpretations and applicable findings, but also constitute a viable model for teacher professional development.展开更多
Summative assessment has always been the main method of classroom instruction while formative assessment has been badly and chronically neglected in the past. But, there has been much criticism of the validity and rel...Summative assessment has always been the main method of classroom instruction while formative assessment has been badly and chronically neglected in the past. But, there has been much criticism of the validity and reliability of summative assessment from researchers. Presently, modern English teaching highlights the application of formative assessment, which puts great emphasis on the process development, and promotion of students' learning. It also serves as an import-ant part of the current curriculum reform. Therefore, this paper is an attempt to make further researches on formative assessment of EFL students from aspects of theory and practice.展开更多
Formative evaluation is relatively more scientific and accurate as compared to traditional teaching evaluation.Formative evaluation is a method of professional evaluation of students’learning process,which is very im...Formative evaluation is relatively more scientific and accurate as compared to traditional teaching evaluation.Formative evaluation is a method of professional evaluation of students’learning process,which is very important in the entire course of teaching.In the actual teaching process,formative evaluation can better help teachers understand the situation of students,and take effective improvement measures to address the problems existing in the process of learning.As a contribution to the teaching of foreign languages in the colleges and universities,this paper will start with an introduction of formative evaluation,and then the application of formative evaluation in teaching.展开更多
基金based on research projects sponsored by the National Social Science Fund of China(NSSFC)(No.17BYY100)the China Association of Higher Education—Foreign Language Teaching and Research Association[21WYJYYB24]。
文摘The past two decades have seen formative assessment claim legitimacy in policy discourse and engender immense tensions within the testing-dominated assessment regimes of multiple educational settings.These tensions,along with the top-down approach of the policy process,have made the inroads of formative assessment in local contexts very complex.This study seeks to unveil the localized appropriation and actualization of a formative assessment initiative in the College English area at a Chinese local university.The focus is on how the key actors at the institutional and classroom levels appropriate and negotiate the policy meaning within their local community of practice.Analysis of an individual interview with the dean and a focus-group interview with six 1 teachers has revealed a“two-hand”approach to the national policy and a nested mediation from local constraints,“cultural tools for thinking”and,more importantly,power in the policymaking process at the institutional level.The classroom level,on the other hand,witnesses capable teachers exercising their agency within a limited space.As a result,we would caution that power and agency could be solid mediators in the policy process and need to be exercised with care to ensure a more coherent implementation of assessment innovations.
文摘Theoretical education and practical education are very important in clinical laboratory teaching.The teaching evaluation system is one of the important means to test the quality of course teaching.The traditional summative evaluation needs to be improved in terms of scientificity and impartiality,and its guiding effect on teaching reform is limited.Therefore,this paper proposes to apply formative evaluation to clinical laboratory teaching to remobilize students'learning enthusiasm and provide valuable guidance for the subsequent teaching reform,hoping to achieve the purpose of improving the quality of laboratory teaching.
文摘Formative assessment is integral to classroom instruction and learning.This paper gives an overview of the major issues in formative assessment,including its definition,scope,and the assessment process.Formative assessment can be performed by a teacher,peer,and even AI,includes self-assessment,and involves the process of elicitating and interpreting evidence of learning and using the information to make decisions on further learning.
文摘Teaching evaluation is an important part of the teaching process of college English courses,and effective formative assessment can reflect the entire teaching process from multiple perspectives and ensure the smooth achievement of teaching objectives.Formative assessment is an assessment that runs through the entire learning process,based on humanism and constructivism,with various forms of evaluation.
文摘Teaching assessment plays a very important part in college English teaching, and effective formative assessment can encourage students＇ learner autonomy, improve their ability, and stimulate their creativity as well. Based on the foreign and domestic studies, this paper first reviews the definition and types of assessment, and then analyses the factors which influence the application of formative assessment in the process of college English teaching.
文摘Teaching assessment is one of the most important components of college English teaching. The traditional assessment system over emphasizes the summative assessment, which used examinations as the main assessment method. Formative assessment focuses on the process assessment during the practice of teaching. It is integrated in the teaching and learning process and cannot be separated as evaluation. The formative assessment aims to confirm the students＇ potential, develop their ability in study and strengthen the students＇ confidence and the spirit of cooperation. It is also a method intended to generate feedback on performance to improve and accelerate teaching and learning effectively. Based on some theories, this paper states the importance of the application of formative assessment in college oral English teaching. It also introduces some principles and measures to apply this assessment. The reasonable and effective application can promote college oral English teaching.
文摘The existing summative evaluation method cannot reveal all the relevant facts about students’learning,potentially leading students to only pay attention to memorizing fragmented language knowledge instead of improving their communicative competence.Therefore,the formative evaluation method should be used to supplement the current summative evaluation method in College English teaching in vocational institutes.When using formative evaluation,plans and objectives need to be designed,tools for evaluation selected,information collected regularly,and plans adjusted accordingly.
文摘Formative assessment is crucial to differentiated language teaching.To ensure the quality of differentiated teaching,some assessment instruments should be adopted during formative assessment,such as differentiated learning portfolios and group activity journal.The effective application of these instruments can also improve the students' autonomous language learning ability.
文摘This paper explores the relationship between motivation and assessment and find out the assessment strategies which could motivate students better in L2 learning based on the data and responses collected from 30 non-English majors in a regional university. The data and responses revealed that formative assessment could motivate students better, especially during the process of English learning. It also revealed some problems existing in the assessment strategies implemented in this study, such as the impartiality of peer-assessment and the poor efficiency of group work.
文摘The study mainly focuses on the influence of formative assessment upon learning strategies. So as to testify the effectiveness of formative assessment application in the promotion of students' learning strategy in vocational college, the author has conducted a 20-week study on 76 freshmen in Sichuan College of Architectural Technology. The result shows that the application of formative assessment is mostly effective in the students' adoption of affective strategy.
文摘The purpose of this assignment is to provide the features of formative assessment and discuss its impact on students' learning, especially in the area of listening improvement, as well as to provide possible suggestions for teachers to improve Chinese learners' learning under the present assessment system.
文摘This paper focuses on the advantages of formative assessment and explores a better application of it in English class to facilitate art students’learning and further improve their oral English performance.
文摘This article attempts to integrate language learning strategies into the theory and practice of formative assessment. It is argued that learners’ current language problems might have been a result of their strategic learning problems. As such, diagnosing the potential problems in language learning strategies and providing support in strategic learning(the ‘how’ of learning) will not only help locate the possible causes of language deficiencies but also help learners close the linguistic gap(the ‘what’ of learning). The article also illustrates how language learning strategies can be assessed formatively. Next, two implementation issues, the teacher’s pedagogical content knowledge and student engagement after assessment feedback, are highlighted for discussion.
文摘The study employed a descriptive mixed-methods qualitative case study approach.Material and interview-based data were collected from two EFL classes in a private international school in central China.Findings from RQ1 suggest that teacher-made summative tests were largely dependable to the extent that the tests reflect the syllabus-based construct and address students’affective factors.Findings from RQ2 suggest that facilitating factors including in-school continuous professional development(CPD)and teacher collegiality practices may enhance FUST’s prospective role.
文摘This article investigates and analyzes the current circumstances of formative assessment in college oral English teaching. The result shows： （1） students still have some difficulties in the process of oral English formative assessment; （2） students are not accessible to abundant formative assessment approaches; （3） teachers play an unsatisfactory role in the process of oral English formative assessment. Finally, this article offers some advice on figuring out the problems above.
文摘This article aims to help teacher-researchers engage in empirical research on classroom-based assessment for formative purposes. We will first introduce the key features of classroom-based formative assessment(CBFA), and analyze the research questions asked in round-one projects funded by the Fund for Assessment Research(FAR) in Foreign Language Education in China. Next, we will illustrate how some research questions can be answered by analyzing a video-taped lesson from a round-one FAR project. We conclude by calling for more teacher-led research and argue that research on CBFA by teachers will not only produce valid interpretations and applicable findings, but also constitute a viable model for teacher professional development.
文摘Summative assessment has always been the main method of classroom instruction while formative assessment has been badly and chronically neglected in the past. But, there has been much criticism of the validity and reliability of summative assessment from researchers. Presently, modern English teaching highlights the application of formative assessment, which puts great emphasis on the process development, and promotion of students' learning. It also serves as an import-ant part of the current curriculum reform. Therefore, this paper is an attempt to make further researches on formative assessment of EFL students from aspects of theory and practice.
文摘Formative evaluation is relatively more scientific and accurate as compared to traditional teaching evaluation.Formative evaluation is a method of professional evaluation of students’learning process,which is very important in the entire course of teaching.In the actual teaching process,formative evaluation can better help teachers understand the situation of students,and take effective improvement measures to address the problems existing in the process of learning.As a contribution to the teaching of foreign languages in the colleges and universities,this paper will start with an introduction of formative evaluation,and then the application of formative evaluation in teaching.
