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
According to College English Curriculum Requirements and current educational situations, it is necessary and important to construct new college English formative assessment mode. Presenting the comparative analysis of...According to College English Curriculum Requirements and current educational situations, it is necessary and important to construct new college English formative assessment mode. Presenting the comparative analysis of summative assessment and formative assessment, discussing respective definitions and features of summative assessment and formative assessment, this paper attempts to construct the formative assessment mode in college English teaching mode of autonomous learning, and combine formative assessment and summative assessment. It perfectly applies to teaching reform subject of non-English major in three aspects, including background, research basis, research object and research content. This paper comprehensively and systematically investigates and analyzes the cultivating process of college students＇ autonomous learning ability, presents the influence on language learning and teaching as well as the influence on students＇ academic achievements and motivation in formative assessment.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
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According to College English Curriculum Requirements and current educational situations, it is necessary and important to construct new college English formative assessment mode. Presenting the comparative analysis of summative assessment and formative assessment, discussing respective definitions and features of summative assessment and formative assessment, this paper attempts to construct the formative assessment mode in college English teaching mode of autonomous learning, and combine formative assessment and summative assessment. It perfectly applies to teaching reform subject of non-English major in three aspects, including background, research basis, research object and research content. This paper comprehensively and systematically investigates and analyzes the cultivating process of college students＇ autonomous learning ability, presents the influence on language learning and teaching as well as the influence on students＇ academic achievements and motivation in formative assessment.
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.
