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Furthermore, learners are expected to achieve three goals in Grade 1-9 Curriculum:

To equip with basic communicative competence and apply it into real-life situations.

To develop learning strategies and be able to learn language effectively and autonomously.

To gain knowledge about foreign cultures and be able to respect different cultures.

The adjustment in English curriculum is consistent with the current trend in research studies of English as an Additional Language (EAL). Teachers are acting as supporters to scaffold and motivate learners to enhance learning during the whole learning process. In addition, Taiwanese government empowers local schools and teachers to choose teaching materials, such as textbooks, to meet learners’ needs; moreover, it begins to value pupils’ individual differences. By doing so, teachers may be able to choose appropriate tasks and activities for their learners and focus on individual learning. As can be seen, teachers are now generally increasing the use of formative assessment strategies to assist learners learning in the classroom in Taiwan

2. Formative Assessment in language classrooms in Taiwan

Generally, English teachers in Taiwan are required to correct all the errors in all students’ work, including worksheets, textbooks and practice books, due to the pressure from the schools and parents. Such demand from schools and parents is one of major sources of pressure for teachers in Taiwan. As can be seen, teacher feedback, particularly with written feedback, appears to be seen as one major part of teachers’ routine work. Huang (2006) reports that in Taiwan most English teachers use teacher feedback, as a formative assessment method, on learners’ grammatical errors in writing.

In addition, portfolio assessment is a common assessment tool used by English teachers in Taiwan. Tsai (2004) and Wang (2002) both indicate that teachers use portfolio assessment as an instrument to assess learners’ achievement rather than improving learning; moreover, Wu (2007) points out that instead of using portfolios assessment in a formative way most teachers use it for summative purposes, in terms of recording each learner’s achievement. Furthermore, Yip (2005) reports that traditional standardized tests remain the main source of informing and measuring learners’ learning for most English teachers in Taiwan. As can be seen, the potential of classroom assessment may not have been identified in the language assessment literature and assessment has not reached its full potential in English classrooms in Taiwan.

Organization of this research

In the next chapter, literature on relevant issues involves definition and functions of classroom assessment and assessment of young learners are reviewed. methodology of data collection and analysis and a discussion of ethical, validity and reliability issues are introduced in Chapter 3, followed by the presentation of the findings and discussion derived from the results of both questionnaire and interview data. Chapter 5 summaries the research findings and provides limitations and future research.

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