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fficient implementation of formative assessment as the new NEC has advocated. That is we should find out those factors that exactly works to have a positive influence in the vocational  students’  motivation  of  English  learning.  Only  when  we  have  solved  these problems  can  we  present  some  reasonable  and  feasible  suggestions  to  the  present assessment system based on the terms of formative assessment. 
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Chapter Two Literature Review

Nobody can do his research without the help of former researchers’ theoretical and empirical support. This study is no exception. In this part, the writer mainly talked about some closely related theories with this study and tried to set up a theoretical framework for the research.

2.1 Formative Assessment
As early as the 1960s some scholars and teachers began to doubt at the traditional summative assessment and discussed together for a more scientific mode of assessment which was called formative assessment in the following years. After the first introduction of formative assessment by Benjamin S. Bloom, we can find many definitions of this form of evaluation from some authors’ published important works in this field. Formative evaluation is seemed as the process used by designers in order  to  obtain  information  which  can  be  utilized  to  revise  the  instruction,  to  make  it more efficient and more productive (DICK&CAREY 8). Ms  Huang  indicates  that  formative  assessment  means  that  teachers  conduct  an evaluation  towards  everyday  performance,  achievement  the  students  reach  and  their revealed  affection  as  well  as  attitudes  during  the  period  of  learning  process  (黄影妮98-99). It may be true, as professor Liu indicated, formative assessment was used to put emphasis  upon  special  further  study  rather  than  just  the  final  score  and  the authentication of summative assessment (刘方俐 94-95). Two years later professor Lang defined it as an assessment system on students’ learning and teachers’ teaching in order to make sure the successful guide of teaching process(  郎亚男  66-67). But on the other hand Wang Dandan studied it from another aspect which included varieties, humanities and openness (王丹丹 192-193). Here the writer mainly uses the common definition of formative assessment which focuses on the performance during the process. 
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2.2Motivation
It  might  be  true,  as  McMillan  maintains,  formative  classroom  assessment  is  now receiving more attention as a critical component of teaching that directly affects student learning motivation (1-7). Generally  speaking,  so  many  researchers  have  adopted  different  motivation theories  in  their  works  ever  since  the  1930s.  Williams  and  Richard  indicates  that motivation  is  one  state  of  cognitive &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。