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　　Chapter 1 Introduction
　　
　　1.1 Research Background
　　For many years, decisions were usually made by teachers: they determinedwhat students did and how they did it, and evaluate feedback was also providedby the teachers. Students have had no choice as to whether they participated ornot. Most College teachers in China develop a system of summative Assessmentwhich takes place at the end of a term, grade, level or a course of study, and isfocused on the mastery of discrete language points and linguistic accuracy.Good marks are extremely important both to students and their parents, as theyrepresent progress in studies and determine the access to different types offurther studies. On the other hand, formal testing is infrequent. Consequently,only a few test results determine the final grade at the end of the term. As aresult of these facts, students hate and fear test; students’ efforts tend to bedirected toward these specific ends rather than the development of a reallanguage capacity, willingly or unwillingly. Therefore, it is difficult to motivatestudents and to keep their consistency in English learning. They even don’tshow their positive attitude or motivation towards EFL learning when they actpassively in English class. Though teachers manage to help them, problems arefound that such kind of Assessment has caused great anxiety in the students.
　　
1.2 The Rationale for Studying Formative Assessment
A common view of the nature of language teaching and the work of secondlanguage teaching is that the primary concern of language teachers lies with theprocess of instruction itself, that is, with helping learners acquire the languageskills they need for a wide variety of purposes. Yet, for many teachers,decisions related to the assessment of students learning are an equally importantpart of classroom work. Decision also relates to a wide spectrum of issues,including assigning grades to students, evaluating the suitability of textbooks,assigning students to an appropriate class in a language program, and decidingon the design and content of classroom tests. In order to carry out these tasks,teachers need more than access to different assessment techniques andinstruments; they need an understanding of the nature and interpreting differentkinds of information about students and student learning, and the teachersshould have the ability to make appropriate decisions about instruction andinstructional plans, which can have a significant impact on students.

1.3 An overview of Chapters
Chapter1 is introduction which shows the research background. Chapter 2 isliterature review with critical comments, where previous studies examining therelationship between summative and formative assessment, and key methodsabout formative assessment are discussed. What’s more, Chapter 2 introducedthe attitude in language learning context. These provide a framework fordiscussion of research in EFL classroom teaching. Chapter 3 starts with a fullerdescription of the research procedure along with an account of the questionnairedesign. An exploratory factor analysis of the students’ responses is presentedand the outcomes compared to testify the assumptions. Discussion of the resultsis followed by comparing the results discussed in literature review andhighlights the prominent findings from the quantitative data analysis. Based onthe discussion, Chapter 4 provides both commentary and strategies on thei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。