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hasalso shown its positive impact on student learning (Black, Harrison, Lee, Marshall & Wiliam, 2004; Clarke,2005; Wilson, 2005; Ruiz-primo & Furtak, 2006; Heritage, 2007).
Research in areas such as multiple intelligences, individual learning styles and learning strategies,motivation and cognition have give us insights into the ways in which different factors influence learnersthemselves and the way how they learn. Added to this is the move toward learner-centered rather thanteacher-centered classroom, giving students the possibility to become active participants in the learningprocess, making decisions in terms of learning objectives and materials to be used, and helping decide theassessment process, thus moving toward the independency and autonomy of learners. Enhancing learningalso needs school that can create the environments where students can talk about their learning, whereerrors or difficulties are seen as critical learning opportunities, where discarding incorrect knowledge andunderstandings is welcomed, and where students can feel safe to learn and explore their own understandingabout themselves and their learning. Formative assessment is the one that provides feedbacks to teachersand students throughout the course of learning, and it can be used to adapt teaching and learning to thestudents needs and achievement enhancement.

Chapter Two Literature Review

Assessment practices began to spring up in the early 1900’s. But research on educational assessmenthas been a major field of the western education since R. W Tyler, the famous American educator, first putforward the concept of "educational assessment" in 1930s.

2.1 Research on Formative Assessment Abroad
Since measurement was introduced into the educational field in the early 19thcentury, moderneducational assessment has gone through four stages: (1) measurement stage (the early 19th century-1930s);(2) description stage (1930s-1950s); (3) judgment stage (1950s-1970s); and (4) social construction stage(1970s- present) (Gredler, 1999; Yang Yijun, et. al., 1988). Each stage is characterized by the emergence ofcertain assessment models.The measurement stage emphasized the measurement of students' basic knowledge and skills butfailed to obtain the information on the scope of students' knowledge or levels of development. R. W. Tyler'sfamous "eight-year study" (1932-1940) was the representative of the description stage. It described theconsistency of educational results with educational goals and claimed that learners' interest should bestimulated, contents of textbooks should be based on real life, and cramming way of teaching should bereplaced by enlightening way. It has been realized from then on that the traditional tests can not test theadvanced psychological process, and the knowledge-oriented instruction may not achieve importanteducational objectives. The judgment stage started from the 1950s when educational reforms were carriedout in America by B. S. Bloom and other scholars. They held the viewpoint that "assessment should be aprocess offering useful information for decision-making, and the purpose of evaluation was not to provebut to improve" (Popham, 1993; Wang, 2003; cited in Luo, 2005) From the 1970s on, a critical review ofthe past assessments resulted in the arrival of the social construction stage. In this period assessmentfocuses on the characteristics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。