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摘要：Assessment is one of the important aspects in EFL learning. Yet, for manyteachers，decisions related to the assessment of student learning is an equallyimportant part of their work. However, in a long period time, many teachers andeducational authorities considered the paper-and–pencil tests were the only wayto evaluate students. This traditional assessment emphasized the product ofinstruction but neglected teaching process and students’ performance in theclassroom. So a large number of students who were concerned more about theirscores of the tests, felt anxious and depressed. Such an attitude has pervertedtheir development of learning ability. So it is necessary to reform this kind ofassessment.

mplications for EFL teachers. Chapter 5 gives conclusion related to theinformation accumulated and also makes suggestions for future research.

Chapter 2 Literature Review....................16-44
    2.1 Assessment.................... 16-17
    2.2 Formative Assessment ....................17-21
        2.2.1 Defining Formative.................... 18-20
        2.2.2 A Framework for .................... 20-21
    2.3 Formative Assessment and .................... 21-24
    2.4 Formative Assessment Methods ....................24-34
        2.4.1 Observation in the .................... 24-25
        2.4.2 Self-assessment ....................25-28
        2.4.3 Student Portfolios.................... 28-33
        2.4.4 Other Assessment.................... 33-34
　　2.5 Learning Attitude ....................34-41
　　
　　Chapter 5 Conclusions
　　
　　The primary objective of the study was to find the effects of classroomassessment methods towards learning attitudes held by students in college.Throughout this paper, the possible effects of formative assessment to stimulatestudents’ positive attitude have been discussed in the case of the collegesophomores. A comparison of the questionnaire results between pretest andposttest indicates the students’ different attitudes towards EFL learning. Basedon the results of this research, it became clear that student learning attitudes aregreatly affected by classroom assessment.There are a few statistically significant differences between pretest andposttest, and most of them are related to: attitudinal tendency to differentassessment methods. The implication is that attitudinal differences are affectedby different assessment methods. And the innovation of English curriculum andtextbooks make it more likely that students in college will be more interested inclassroom activities, and have more autonomy in learning process. It confirmsto give a voice to students in the management of their learning.
　　
　　5.1 Theoretical Implications
　　In Section 2.4, Chapter 2, many of the assessment techniques proposed byprevious linguists (such as, Genessee, Upshur, 1998 ；Murphy, D F 1985, etc)were introduced two types of assessment approaches (i.e. the traditionalsummative assessment and the new formative assessment) are assumed torepresent different purposes for collecting and analyzing information. Thepopular view in the field of EFL teaching and research is that these twoapproaches cannot be reconciled. The summative assessment tends to center onproducts in the form of goal achievement. This usually gathered quantitativedata using measures, such as tests, quizzes, grades, within their class and soforth. At the same time, formative assessment tends to examine processesbecause the purpose for the information is to examine the degree to which theworkings of the program are effective. And it is concerned more aboutqualitative data based on classroom observations, student journal entries, orconferences.
　　
5.2 Practical Implications
The results of the research provided strong ev本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。