英语论文网

ncing students’integrated development, what’s more, it is increasingly becoming a useful tool forimproving the quality and efficiency of English teaching.What is assessment? This term is defined differently by researchers. Black andWilliam(1998) gave the definition broadly that assessment includes all activities thatteachers and students undertake so as to get information that can be used diagnostically toadjust teaching and learning. Hoy & Gregg (1994) consider assessment to be an ongoingprocess, which includes the systematic collection, analysis, and integration of information.Nunan (2001) thinks that assessment involves the tools, techniques, and procedures forcollecting and interpreting information about what students can and can not do (see alsoGuo Kuman,(2004:4), In brief, education assessment is to closely observe students andgather information from mufti-perspectives for later decision-making or other purposes.
………………

2.2 Theoretical Basis
According to Moskowitz, the foreign language can be learned in a natrual way andcommunicate in a highly appealing way . Erikson (Williams and Burden, 1997:30) statesthat language education is not only transmitting pieces of knowledge, it also involves thewhole person, the emotions and feelings. Another representative of humanists is CarlRogers (ibid)，who put forward a lot of key elements of the humanistic approaches toeducation (see also Huang Changbiao， 2003:14-15). Humanistic approaches have had agreat effect on the language learning. They are the basic features of summativeassessment.To have a better understanding of the concept of formative assessment, it is essential tooverview the theoretical basis of formative assessment. Over the past four decades, thefollowing theories, which are humanism, constructivism, meta-cognitive strategies andtheory of Multiple Intelligence, have made great contribution to the development andapplication of formative assessment. A lot of research have been done to find out howstudents can learn more effectively by using formative assessment. Formative assessmenthas been developing on the basis of these theories.
……………

Chapter Three Methodology .... 26
3.1 Research Questions ..... 26
3.2 Subjects ..... 27
3.3 Instruments ...... 27
3.4 Research Procedure ..... 29
3.5 Data Collection and Dada Analysis .... 34
Chapter Four Results and Discussion ....... 37
4.1 Analysis of the pre-test from Questionnaire 1 ...... 37
4.2 Analysis of Students’ Comments on Portfolios..... 38
4.3 Analysis of the Interviews....... 39
4.4 Data analysis from the Pre-test and Post-test........ 42
4.5 Data analysis of the records of classroom observation..... 43
4.6 Discussions...... 45
4.7 Summary ......... 47
Chapter Five Conclusions ........ 48
5.1 Summary of the Study....... 48
5.2 Limitations of the study..... 49
5.3 Implications for Future Study ....... 50
5.4 Conclusions ..... 51

Chapter Four Results and Discussion

4.1 Analysis of the pre-test from Questionnaire 1
According to the statement above, using formative assessment will help students toform a positive attitude towards English learning, form a good habit and improve theirachievements. In this chapter questionnaires, interviews, portfolios and tests will be used toprove the two hypotheses m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。