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nce of the traditional exam-oriented educationsystem and testing system. So it is not easy for teachers to know students learningprocess comprehensively and also difficult for students to improve their learningproficiency; (2) teacher-centered, neglecting students' interest and need. In traditionalresult-oriented English teaching classroom, the teacher is the center. And just as WangQiang (2000:137) states: “The teacher gives a topic or a selection, a set ofrequirements, and a time limit. The students finish the task within the limit and handin the final product. The students' work is evaluated based on the accuracy of finalproduct." on the other hand, many students have been accustomed to teacher-centeredteaching model and neglect their own learning initiative on English learning. As aresult, they have low learning efficiency because of lacking reasonable learningstrategies. (3) The students and teachers' inefficient feedback. Most teachers gradestudents' learning results only by revising their examination papers, there rarely existsface-to-face feedback，on the other hand, teacher cannot spend so much timeproviding each student with a detailed comment and analysis. Moreover, teachers canonly get the students' learning situations from the scores of the examination, and thedetailed feedback about the students' learning process is rarely available by them. Sothe feedback from both teachers and students is inefficient. Few students can leammuch and get enough instructions from their teachers.

Chapter 2 Literature Review

2.1 Brief Introduction to Formative Assessment
Formative Assessment^ is a range of formal and informal assessment proceduresemployed by teachers during the learning process in order to modify teaching andlearning activities to improve student attainment and learning motivation ⑷.Ittypically involves qualitative feedback (rather than scores) for both students andteachers that focuses on the details of content and performance. It is commonlycontrasted with summative assessment, which seeks to monitor educational outcomes，often for purposes of external accountability.

2.1.1 Definition of Formative Assessment
Formative assessment was first put forward by Scriven in his work TheMethodology of Education [21]. In 1991, He gave a clear definition of formativeassessment, which “is typically conducted during the development or improvement ofa program or product (or person, and so on) and it is conducted, often more than once,for the in-house staff of the program with the intent to improve.[22] Formativeassessment is also defined by some other scholars. Bloom was the first oneintroducing formative assessment to educational circles and defined formativeassessment with "another type of evaluation which all who are involved-student,teacher, curriculum maker-would welcome because they find it so useful in helpingthem improve what they wish to do，，.[2]Cowie and Bell define that formative assessment is used by teachers andstudents to recognize and respond to students learning in order to enhance thatlearning during the learning .Charles and Richard give a similar definition,

Chapter 3 The Integrated Application of Formative...........28-39
    3.1 Research Questions........... 28-29
    3.2 Research Design........... 29
    3.3 Participants........... 29-30
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