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ect are satisfied by the object. Specifically in the field of education, assessment refersto the activity which adopts some scientific methods to judge the value of education itself, itsprocess and its results, on the basis of certain educational objectives or value.Formative assessment, along with summative assessment, is firstly proposed byAmerican philosopher Scriven in his article “The Methodology of Evaluation” in 1967. Inthis article, Scriven explained the differences between the two terms in a culinary example:“when the cook tastes the soup, that's formative assessment; when the guest tastes it, that'ssummative assessment”.Until now, many versions of definitions of formative assessment have appeared, and itis also given some other names in these definitions, such as classroom evaluation orclassroom-based evaluation, classroom assessment, school-based assessment, portfolioassessment and so on. Names may different, but actually, they mean almost the same thing(Black & William, 1998). Definitions maybe also different, but they share three main ideas:first, almost all the definitions stress that formative assessment is a dynamic process, ratherthan a summary after a whole period of learning and teaching; second, most of the definitionsdefine formative assessment as an activity between teachers and students, instead of the workof only one side of them; third, they all point out that the function of formative assessment isto enhance, recognize, and respond to the learning, not just to evaluate the ability of theparticipants (Scriven, 1967; Bloom, et al., 1971; Black & William, 1998; Cowie & Bell,1999 ; Stiggins, 2002).
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2.2 Theoretical Basis of Formative Assessment
During the past four decades, three important theories have made much enlightenmenton studying how to learn effectively, namely, they are Humanism, Constructivism andMultiple-intelligence theory. As Gipps (1994) argues that the new forms of assessmentshould be on these models of learning other than the traditional psychometric one, formativeassessment draw a lot of lessons from above theories. In the following three sections, a briefintroduction and their influence on formative assessment will be provided. Humanism generalized the ideological trend of the European Renaissance in 16thcentury, and it led to an innovation in psychology in the 1960s. Man itself is the primacy ofHumanism, and the key viewpoint of Humanism is that it treats man as integrity of itsphysical, intellectual, affective, interested, and interpersonal and other natural or innatefactors. Generally speaking, Humanistic learning theory is its extension in teaching andlearning, and mainly commit to study those factors above, and try to find out how theyinfluence the whole-person learning, and then provide constructive suggestions for teachersand learners (Maslow, 1968). More specifically, Humanistic learning theory tries to connectlearner’s interest with individual’s internal needs, such as his perception affection, belief,intention and so on. The center of individual’s internal needs is his drive for“self-actualization”.
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Chapter Three Research Design...... 17
3.1 Research Questions......... 17
3.2 Subjects ......... 17
3.3 Instruments.... 17
3.3.1 Test ..... 17
3.3.2 Questionnaire ....... 18
3.3.3 Interview and portfolio .... 19
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