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under of educational evaluation, based on his famous “Eight-Year-Study”(1932-1940) in U.S. in 1965. With the continuous development of education research,educational assessment has been honored as one of the three fields in the scientific research ofmodern education, whose importance in educational systems has been accepted widely in theworld.Generally speaking, the educational evaluation can be classified into five types asfollowing: the first is to focus on the information, which emphasizes that the evaluation isused to offer service for education division by collecting the information. The second is tofocus on the method, which emphasize the evaluation is a method to investigate or survey theperformance. The third is focus on the effect, which emphasize the evaluation is used to judgethe realization degree of educational aims or educational plans. The fourth is to focus on theprocess, which emphasize the evaluation is a process of gathering the information, a processof providing the basis for decision, a process of judging the effect, a process of optimizing theeducation and a process of optimizing the value. The fifth is to focus on the value, whichemphasize the key of educational evaluation is the judgment to value.”(Liu Bengu, 2000:55)The process of collecting, synthesizing, and interpreting information to aid decisionmaking is called assessment (Airasian, 1994:5), which is an umbrella concept, including thefull range of information teachers gather in their classrooms.
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2.2 Formative Assessment
In this section, author presents the development of formative assessment, the priciples offormative assessment, the characters of formative assessment of formative assessment as wellas the theoretical basis for formative assessment. According to Egon Cuba and Y.S.Lincoln (Wang Yanchun, 2003; Shen Xiaobei, 2001;Huang Guangyang, 2002), educational evaluation has experienced four generations, since itbecame an independent research field at the end of the 19thcentury. They are testinggeneration, description generation, judgement generation and construction generation.Testing generation (the end of 19thcentury —1930s), holds the belief that “Anythingthat exists in amount can be measured” (Wang Xiaoling, 2001). Thus, it stresses on students’learning situation which is measured by quantitative methods, such as the memory of theknowledge, so that thousands of test in the form of ask and answer appeared. However, it isstill an indirect measurement. It mainly inspects how students master the basic knowledge andskills, but it can not reflect students’ learning process. Until Ralph Tyler’s work in the 1930s,evaluation was virtually synonymous with measurement and testing.
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Chapter Ⅲ Research Methodology.......25
3.1 Restatement of Research Questions.....25
3.2 Subjects......25
3.3 Instruments.......29
3.5 Data Analysis....35
Chapter Ⅳ Results and Discussions.....36
4.1 Research Question 1: Is formative assessment more effective......36
4.2 Research Question 2: Is formative assessment more........46
4.3 Research Question 3: Is formative assessment more effective......57
4.4 Research Question 4: Are overall students more.....59
Chapter Ⅴ Conclusions, Implications and Suggestions for Future Studies.......63
5.1 Conclusion........63
5.2 Implications of the Research.....64
5.3 Limitations and S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。