英语论文网

ated from teachers' instruction and evaluation.However, in Constmctivists' view, knowledge, instead of being transmittedpassively should be established by learners themselves initiatively. According to Ernstvon Glasersfeld(l 995), the "father" of Constructivism, knowledge can be mosteffectively mastered through exploration, in other words, issues, concepts and tasks arepresented in the form of problems to be explored. Constructivists argue that learning is aprocess of personal knowledge construction in which learners make sense of the worldby cormectmg their existing knowledge and experience with what they are learning. Thenthe long-deemed roles of teachers and students have changed dramatically. Teachersbecome the promoter and facilitator while students become the main body of theinformation processing.
……………

2.2 Empirical study on formative assessment
Assessment is an essential element of teaching and learning. For a long period，summative assessment has remained as the dominant role in the assessing system. Theconcept of formative assessment debuted in the 1970s. Since then，studies on this subjecthave never ceased. Oversea studies on it can be dated back to 1980s while in Chinaresearches in this field are still at the elementary phase. The former part has displayed thetheoretical study on formative assessment which covers the theoretical basis，definition，types, tools and traits，and the remaining part in this chapter will give a look into theempirical study of it, both in foreign countries and in China. The most renowned in the early period of foreign empirical study on formativeassessment is the one carried out in the Babes-Bolyai University, a key comprehensiveuniversity in Rumania. From the academic year of 1996-1997, the university began toadopt the European Credit Transfer System and a combined system of formativeassessment and summative assessment was used. When carrying out the formativeassessment, teachers in the university realized that they should show respect to individualdifference among students，thus students were given a bibliography, in which they couldchoose what they could understand or what interests them most for study, and then handin reports with titles set by them. No unified answers were given and students wereassessed by their positive achievement. This kind of comprehensive assessing systemendowed students the opportunity to show their individual knowledge and ability，whichwill in turn help to inspire their potentials and improve learning motivation.
…………

3. Research Design ..........22
3.1 Research hypotheses......... 22
3.2 Research subject.........   23
3.3 Research instruments......... 23
3.3.1 Instrument for formative assessment......... 24
3.3.2 Instruments for data collection......... 27
3.3.3 Instrument for data analysis......... 28
3.4 Research procedure .........29
4. Results and Analyses.........  32
4.1 Results and analysis of quantitative data......... 32
4.2 Results and analysis of qualitative data......... 41
4.2.1 Results and analysis of data from interview.........  41
4.2.2 Results and analysis of data from portfolio......... 43
5. Conclusion.........47
5.1 Major findings of the rese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。