英语论文网

Chapter One Introduction
In recent years,summative Assessment as the major teaching Assessment approach in vocational colleges has fully showed its virtue,such as equality,objectiveness and effectiveness.However,summative assessment has also exposed some of its shortages.
For example,summative assessment focuses on results and uses the score of examination to evaluate students learning performance,which can not effectively stimulate students’ learning motivation and cultivate their communicative competence of English language.
Moreover,compared with undergraduates,non-English majors in vocational colleges are to some extent lack the enthusiasm of learning and their total autonomous learning ability is poor.For instance,they just do what the teachers asked and know what the teacher has taught in class,which means clearly that they lack of intrinsic motivation.Almost half of them do not have learning objects or strategies,let alone the ability of reflecting and improving learning methods as well as the ability of assessing their learning.
However, in 2000,Ministry of Education formally promulgated the Basic Requirements of Vocational College English Teaching,according to which education assessment should consist of formative assessment and summative assessment.In addition,the Basic Requirements definitely formulates that English teaching object of vocational college is to develop learners’integrated skills of using language.That is to say,after 120-180 hours of teaching,students should master sufficient English listening, speaking,reading and writing knowledge and skills.They should be able to communicate with each other in oral and written English in daily and business activities and possess the ability to read and translate English materials with the help of dictionary.What’s more,the Basic Requirements also emphasizes the cultivation of students’autonomous learning ability.
As we all know,summative assessment focuses on results,while on the contrary formative assessment emphasizes the process of learning,diversity of testing forms, contents and methods.Formative assessment mainly aims at promoting students’ development and providing decision-making information.Therefore,formative assessment was applied to the cultivation of autonomous learning ability in non-English majors of vocational colleges in order to confirm that formative assessment can cultivate students’autonomous learning.The significance of applying formative assessment is not only to boost teaching itself but also help to make learners become interested in learning and stimulate their learning motivation..This thesis consists of six chapters.Chapter one is the introduction.Chapter two provides the literature review on formative assessment and autonomous learningability.
It includes three parts.Part one consists of the definition,characters,functions and tools of formative assessment as well as comparison between formative assessment and summative assessment.Part two is the researches on formative assessment,which contains theoretical basis and researches on formative assessment abroad and at home.
Part three is about autonomous learning ability.It covers the definition and theoretical basis of autonomous learning ability,reasons for cultivating it,ways of promoting it and the connection between formative assessment and autonomous learning ability.

Bibli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。