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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-05-13编辑:lgg点击率:3672
论文字数:36420论文编号:org201405121054323669语种:英语 English地区:中国价格:$ 66
摘要:Analysis above about the current problem and assessment situation of Englishwriting teaching has exhibited the urgency of bringing changes to the traditionalteacher-dominant and score-oriented summative assessment. In fact,advocates offormative assessment didn't appear in the college English teaching field primarily.
4. Results and Analyses
4.1 Results and analysis of quantitative data
Quantitative data of this research come from two channels, tests and questionnaires.Thus, analysis of the data will be discussed respectively in this part with results of testsgoing first. As mentioned in the above chapter, both experimental and control class were giventhe pretest at the beginning of the semester. After collecting the papers, two teachersscored them respectively according to the criteria for grading CET4 writing. The meanscore of two teachers' result was considered as the final score the subject got (All thescores can be seen in tiie Appendix II. Then the scores of both classes were analyzed bySPSS 17.0 to find out whether there existed significant difference. As demonstrated in the first table,the mean score of the experimental class is 10.55,while that of the control class is 10.47, quite close to each otiier. Gap between the two isjust 0.08. Moreover, shown in the table below,the value of Sig (2-tailed) is 0.732,muchgreater than 0,05,showing that there is no remarked difference between two groups at the5% level. Besides, the 95% confidence interval (Lower=-0.386; Upper=0.547) of thedifference includes 0,confirming that no remarkable difference exists between twogroups.
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Conclusion
The implementation of fourteen-week teaching experiment of portfolio-basedformative assessment on English writing has yielded to certain findings, which can besummarized in the following aspects:First and foremost, the research hypotheses are confirmed. Judging from the scoresof the posttest, both classes had made progress in their English writing after theexperiment, indicating that both summative assessment and formative assessment couldcontribute to the improvement of students' writing ability; nevertheless, the significantdifference between the scores of two classes gave strong evidence to prove that theportfolio-based formative assessment could facilitate students' writing ability moreeffectively. Therefore, the first hypothesis that formative assessment is more effectivethan the traditional summative assessment in improving college students' writing abilityis confirmed-
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Reference (omitted)