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As for the pedagogical significance, this study aims at exploring effective ways to implement reading classroom assessment activities. For English teachers, classroom assessment tasks throughout the reading teaching process can provide timely and accurate feedback to teachers about students’ reading progress and difficulties, thus adjusting subsequent teaching activities. More importantly, the study can help cultivate teachers’ assessment literacy by enriching their assessment knowledge and experience. For middle school students, reading classroom assessment activities can help engage them actively in the assessment process, instead of being assessed passively, thus promoting their learner autonomy. They can also demonstrate themselves from different perspectives, instead of being judged merely according to test results, which can enhance their enthusiasm to participate in classroom activities.

CHAPTER TWO LITERATURE REVIEW

2.1 Classroom Assessment

2.1.1 Definition

Different from summative assessment, which aims at making final judgements about learners’ proficiency, classroom assessment, or formative assessment, though different scholars use different terms, they share similar connotation. That is, they are conducted for the purpose of improving teaching and learning (Cui, 2019). 

Classroom assessment can be defined in a broad and narrow sense. In a broad sense, classroom assessment refers to a series of assessment processes and activities teachers carry out before, during and after class. According to Russell and Airasian (2012), both formative and summative assessment contribute to classroom teaching. As a result, they should be included in the concept of classroom assessment. That’s to say, the broad definition of classroom assessment includes summative assessment, and affirms that it can also play a role in improving teaching and learning.

In a narrow sense, Lambert and Lines (2000) advocate that classroom assessment means a series of formative assessment activities teachers carry out in specific classroom teaching. Specifically, it means that teachers use various assessment instruments to gather information about students’ learning, monitor their academic achievement, and provide timely feedback and guidance, so as to achieve the purpose of making improvements. In this sense, classroom assessment equals to formative assessment essentially.

2.2 Reading

2.2.1 Reading Teaching

Reading is a complex process that involves the active interaction between the reader and the text. The National Assessment of Educational Progress defines reading as a process involving “understanding written text, developing and interpreting meaning, using meaning as appropriate to type of text, purpose, and situation” (National Assessment Governing Board, 2013, p. 4). This definition is consistent with domestic reading teaching concept. 

According to Wang (2017), influenced by test-oriented teaching, language teaching still focuses on instruction instead of learning. However, reading teaching should no longer be regarded as a process of acquiring vocabulary and grammatical structure, but should pay more attention to the cultural 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。