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Chapter One Introduction

1.1 Background of the Study
Over the decades, standardized tests-oriented Education has been over-emphasized sincetests are meant to grade or rank a student; to pass or fail a course; to predict success in futurestudy and work, etc. Summative Assessment conducted at the end of a course in Englishclassroom is always related to a test paper to check a student's performance in English at acertain period. What the results has reflected, however, could not accord with what they haveleamt. There is no doubt that it cannot meet the requirements of current society and education,which emphasizes students’ development and teachers' helpful feedback.Gradually, this kind of evaluation is thought absolute and inappropriate for it is not inline with students' development. For example, tests lack sensitivity to instruction ⑴ and thevalidity of them also draws much criticism. Thus, in order to achieve a more reliable and validAssessment, a new assessing method to evaluate students' progress and achievement isnecessary to explore.Within the past few years, many new approaches to student assessment have enjoyedwidespread popularity. Among these approaches, formative assessment has won greatestacceptance owing to its employment in evaluating students' comprehensive languagecompetence and its contribution to students' achievement gains. Stiggins ⑴ also proposed thatformative assessment can provide teachers with frequent evidence of students' mastery ofstandards to help teachers make useful instructional decisions.标准化考试为导向的教育几十年来，一直过分强调sincetests的是为了级或排列学生及格或不及格一门课程，预测成功在futurestudy和工作等进行总结性评估在一个疗程结束在Englishclassroom总是与试纸检查学生的英语成绩在一定时期。然而，什么样的结果已经体现出来，不能给予与他们haveleamt。毫无疑问，它不能满足当前社会和教育，强调学生的发展和教师的帮助feedback.Gradually，这种评价被认为是绝对的和不合适的，因为它不是内嵌学生的发展要求。例如，测试到指令⑴thevalidity的他们缺乏敏感性也吸引不少批评。因此，为了实现更可靠和validassessment，一个新的评估方法，评估学生的进步和成就，explore.Within isnecessary过去几年中，许多新的方法来评估学生enjoyedwidespread普及。在这些方法中，形成性评估赢得greatestacceptance由于其就业评估学生的综合的languagecompetence和学生的成绩收益的贡献。 ⑴斯蒂金斯也提出了thatformative的评估，可以提供教师频繁的学生掌握ofstandards的证据，以帮助教师教学决策做出有益。
There is growing interests among policy-makers in the education system to tap thepotential of formative assessment. In China, Curriculum Requirements for College EnglishTeaching [2] states that:“Evaluation is a key component in college English teaching. A comprehensive, objective,scientific, and accurate evaluation system is of vital importance to the achievement of coursegoals. The evaluation of students' learning consists of formative assessment and summativeassessment. It includes students' self-assessment, peer-assessment and assessment conductedby teachers and school administrators. Formative assessment takes such forms as keeping a record of students' in and outside of classroom activities and online self-leaming data,interviewing and meeting"Language learning is a complicated cognitive activity. College English, an integral partof higher education, is a required basic course for undergraduate students. As trade andexchanges between countries increase, it is becoming more and more significant tounderstand spoken English in many countries such as face-to-face，on the telephone, inbusiness meetings, lectures, and so on. Having a good listening competence has become anecessity for modem people's life. Listening is a powerful instrument for meaningful andeffective communications in daily life.有越来越多的政策制定者之间的利益挖掘形成评估thepotential的教育系统。在中国，课程要求大学EnglishTeaching [2]指出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。