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Chapter Three Methodology...........21    
3.1 Research Questions......21    
3.2 Research Design..........21   
3.3 Data Collection ............25 
Chapter Four Results and Discussion.........27    
4.1Results .......27    
4.2 Discussion .........32 
Chapter Five Conclusion........37    
5.1 Major Findings............37   
5.2 Pedagogical Implications.......38    
5.3 Limitations of the Thesis........38        
5.4 Recommendations for Further Research...........39 

Chapter Four Results and Discussion 

4.1 Results  

The  author  uses  the  final  examination  results  of  the  first  term  in  2015  as  the pre-test.  The  distributions  of  the  pre-test  results  in  the  control  class  and  the experimental  class  can  be  seen  in  Graph  4.1  and  Graph  4.2  and  Table  4.1  is  the independent samples T-test results of the two classes’ pre-test.    From  the  distributions  of  the  two  classes’  pre-test  scores,  it  is  clear  that  there are nearly half students don’t pass the final examination in each class, and the number of  students  who  get  scores  more  than  119  is  just  about  1/5  of  the  students’  total number. Thus the two classes’ English proficiency is not very good.According  to  Table  4.1,  the  mean  of  the  experimental  class  is  90.30,  and  the mean  of  the  control  class  is  92.02.  Although  the  latter  is  a  little  bit  higher  than  the former, there is no significant difference between the two classes’ English proficiency, because  the  t  value  is  smaller  than  the  critical  value  (.269/.269<2.000),  and Sig.=.788/.789 >.05. Therefore, the two classes are proper for subjects. 

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conclusion

According  to  the  limitations  of  formative  assessment  and  the  research  design, some recommendations can be drawn to carry out further researches:   First,  just  like  the  requirements  of  New  English  Curriculum  Criteria  (revised), formative assessment should be combined with summative assessment. The formative assessment  is  mainly  used  in  daily  teaching,  which  focuses  on  the  students’ performances and achievements in the learning process. The summative assessment is mainly focused on the test results, which is much more objective and reliable. In order to  make  the  evaluation  more  valid  and  comprehensive,  the  records  of  formative assessment  should  be  combined &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。