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Chapter One Introduction

1.1 Background of This Research
Assessment is a key aspect of any innovation or reform in Education, by which policy makers andschool leaders are held accountable for student and school performance. These Assessment data can be usedto identify strengths and weaknesses in education and improve the quality of education. Assessment also isan essential component of instruction and cannot be separated from the teaching and learning process.For a long time, assessment took the form of paper-and-pencil tests, which are more summative, in themost college English classrooms. Although summative assessment provides useful information on learningand teaching, it is harmful to implement it alone in practice. In the view of summative assessment, someproducts of instruction, such as results, grades, and conclusions, tend to be emphasized. When to pass theexams or to get a higher score in a test become all the purposes, assessment will fail to encourage learners’enthusiasm or motivation and will miss contextual information and deviate its ultimate goal, that is, tomodify the teaching and learning. If we wish to maximize student achievement, we must pay for greaterattention to the improvement of classroom assessment or ongoing assessment.

1.1本研究的背景
评估是教育，其中学生和学校表现，政策制定者和学校领导被追究责任的任何创新或改革的一个重要方面。这些评估数据可以用来识别的长处和短处在教育和提高教育质量。评估也ISAN教学的重要组成部分，不能脱离教学和学习要测试很长一段时间，评估了纸和铅笔测试，这是总结的形式，大学英语教室。尽管终结性评价学习和教学提供有用的信息，这是有害的，独自一人在实践中落实。在总结性评估的观点，一些产品的指令，如业绩，成绩和结论，往往要强调的。当通过考试或测试中获得更高的分数，成为所有的目的，评估会失败，鼓励学习者的热情或动机，并会错过的上下文信息，并偏离其最终的目标，那就是，要修改的教学和学习。如果我们想最大限度地提高学生的成绩，我们要更加重视改善课堂评估或正在进行的评估。

Since Michael Scriven proposed the terms formative and summative distinctively in 1967, they havebecome fundamental to understanding assessment in education. Formative assessment is always mentionedas the alternative of summative assessment. Actually the distinction between them is not explicit.Modernizing assessment involves blurring the boundaries between formative and summative processes.Many researchers positioned the opinion of the formative use of summative tests and the integration offormative and summative assessment. Actually in a balanced assessment system, both summative andformative assessments are an integral part of information gathering. So what makes formative assessment“formative”? We can explain it by the Black William’s statement that such assessment becomes “formativeassessment” when the evidence is actually used to adapt the teaching work to meet learning needs (2002).Summative assessment is used to decide on whether a project has been ''successful'', but are unable tocomment on: why or how, or on what should happen next (Cronbach, 1976; Parlett, 1976; 1981; Williams& Burden 1994:22), while formative assessment is often used by assessors in order to increase thelikelihood of the project's successful implementation (Williams & Burden, 1994:22). According to a moreformative model, the assessor is involved in the day-to-day working of the project, and data (collectedthrough interviews, questionnaires, observation, diaries, student records, etc.) assists decision-making and guides implementation. Systematic observation of classroom behavior is the essence of the process offormative assessment. Formative assessment has been proved to be a powerful means to improve studentlearning, apparently helping low-achieving students (Black and William, 1998a). Other recent research 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。