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. Therefore, the solution is to make testing an integral part of formativeassessment instead of being left standing alone.
Third, school and teachers need invest in training and support for formative assessment. Mostimportantly, training in the interpretation and use of assessment itself and criteria is needed. Bothpre-service and in-service professional development should extend teachers’ understanding and skills ofassessment for different purposes, highlight potential bias in teachers’ assessment and help teachers tominimize the negative impact of assessment on students. Involve students in self-assessment of ongoingwork and help them to understand the criteria used in assessing their work for reporting purposes and howsummative judgments are made. It is essential to establish of a classroom culture that encouragesinteraction and the use of assessment tools.

References
1American ForeignLanguage www.51lunwen.org/TeachingEnglish/ Teacher [J].Angelo, T.
2A. & Cross, P. k. (1993). Classroom Assessment Techniques: A Handbook for CollegeTeacher[M]. (2nded.). San Francisco: Jossey-Bass.
3Assessment for Learning: 10 research-based principles to guide classroom practice, Assessment ReformGroup (2002), p.2
4Bachman. L.F. & Palmer A.S. (1996). Language Testing in Practice[M]. Oxford University Press.
5Bachor, D. G., & Anderson, J. O. (1994). Perspectives on assessment practices in the elementaryclassroom in British Columbia, Canada[M]. Assessment in Education: Principles, Policy and Practice,1, 65-95.
6Barfield, A., & Brown, S. H. (Eds.). (2007). Reconstructing autonomy in language education: Inquiry andinnovation[M]. Basingstoke: Palgrave Macmillan.
7Benson, P. (2007). Autonomy in language teaching and learning[M]. Language Teaching.
8Black, P., & Wiliam, D. (1998a). Assessment and classroom learning. Assessment in Education[J]. 5, 7-74.
9Black, P., & Wiliam, D. (1998b). Inside the black box: Raising standards through classroomassessment. Phi Delta Kappan[J]. 80, 139-149.
10Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educ Asse Eval Acc [J].21:5-31

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