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nbsp;inspiration  that  drives  a  decision  to  act  out  as  a result  of  a  previously  set  target  (120).  Several  years  later  another  famous  linguist Harmer regards motivation as some kind of internal drive that works to make someone do things in order to achieve something (51). In this research, the writer mainly took the latter edition of definition to identify whether the collecting data belongs to the category of  motivation.  As  a  result,  the  motivation  of  students  in  secondary  vocational  is identified from their performance in tests and opinions in the interviews. 
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Chapter Three Methodology .......... 17 
3.1 Research questions ........ 17 
3.2 Participants ........... 17 
3.3 Research methods .......... 18 
3.4 Research process ............ 20 
3.4.1 Teachers’ assessment .......... 21 
3.4.2 Students’ self-assessment and mutual assessment ........... 22 
3.4.3 Students’ learning portfolio assessment ........ 27 
Chapter Four Findings and discussion ...... 29 
4.1 Students' attitudes and performance in tests ........ 29 
4.2 Possible factors contributing to the change of vocational ..... 31
4.3 Discussion ...... 34 
Chapter Five Conclusion ........... 36 
5.1 Summary of major findings ...... 36 
5.2 Implications ............ 38 
5.2.1 Suggestions for educational authority .... 38 
5.2.2 Suggestions for the assessors ........ 38 
5.2.3 Suggestions for the students .......... 39 
5.3 Limitations ..... 39 

Chapter Four Findings and discussion

As what has been discussed in Chapter III, there are three questions in all that need to be answered through the investigation and tests. The writer will illustrate the findings with data and real examples as follows. 

4.1 Students' attitudes and performance in tests 

In order to have a full and objective view of secondary vocational school students’ idea towards formative assessment, the writer handed out 30 questionnaires in all to the target  students  (see  Appendix  IV).  Of  course,  the  traditional  score-centered  way  was also  paralleled  as  the  counter  part  compared  with  formative  assessment.  What’s  more the writer collected some data of his students’ performance in tests in terms of formative assessment. First of all, there are 12 students who favored self assessment, which accounted for 40%.  And  there  are  9  students  who  favored  mutual  assessment,  which  accounted  for 30%.  Those  who  favored  the  combination  of  the  final  test  sore  and  everyday performance achievement accounted for 80%. While the students who only kept an eye on  the  scores  of  exams  accounted  for  4%  of  the  total.  But  three  students  had  no  idea about  how  to &n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。