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ssor LuoShaoqian(2003)mentioned six elements of formative evaluation:evaluator,evaluationcontent,evaluation method,evaluation time,feedback,and the relationship betweenformative evaluation and terminal evaluation.

According to the definition of formative evaluation in this study,the implementationprocess of formative evaluation should involve the learning objectives as the basis forevaluation,who should conduct evaluation,what learning evidence should be elicited,whatshould be used to elicit,give feedback and finally promote teaching and learning.Therefore,the author believes that the elements of formative evaluation should include evaluators,learning objectives,evaluation content,evaluation methods,feedback,classroom reflectionand adjustment.

Chapter Two Theoretical Foundation and Methodology

2.1 Theoretical foundation

As a relatively new evaluation method,formative evaluation can be used up to now,which benefits from the support of many theoretical foundation.Next,the author willintroduce the theoretical foundation supporting this research.

2.1.1 Constructivism theory

The constructivism theory is derived from Piaget(1965),who attaches importance tothe construction of learners’internal knowledge,advocates that learners exert theirsubjective initiative,interact with the surrounding objective environment on the basis oftheir own experience,and complete the construction of meaning within individuals.Vygotsky put forward the concept of recent development zone,expressing the basic idea ofconstruction in great depth.He pointed out that it is necessary to pay attention to the twolevels of development of students in teaching—the actual level and the potential level,andthe gap between the actual level and the potential level,that is,the gap between the abilityof students to solve problems independently and the ability to solve problems under theguidance of teachers or with the assistance of peers.More recently,the concept ofdevelopment zones further elaborates the importance of teacher-led and peer collaborativelearning in formative evaluation.The process of formative evaluation is to help learners tonotice the difference between their goals and their current knowledge understanding,and tobuild the scaffolding with the help of teachers or peers to complete their own reflection andadjustment.Through the implementation of formative evaluation,teachers can achieve thepotential development level of students’English ability,that is,to achieve the requirementsof learning objectives.

The constructivist view of students emphasizes that students are active processors of information and constructors of meaning,but they are not passive receivers andindoctrinated objects of knowledge.Therefore,in the classroom,teachers should not ignorethe learners’original knowledge and experience basis to simply and directly instill newknowledge to learners from the outside,but should make new knowledge“grow”from theaccumulation of students’original knowledge,and guide learners to complete theintegration of new and old knowledge.Teaching is not merely a process of knowledgetransmission,but also requires learners to reprocess and transform knowledge.Teachersmust pay attention to students’different views on different phenomena,listen to their views,think about the origin of these views,and guide students to constantly enrich and improvetheir understanding.Therefore,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。