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age teaching. In summary, formative assessment haveenjoyed enormous popularity over the last decade, and much work has been done inproviding ways of using formative assessment in language learning.
English audio-visual-oral teaching for English majors is a new elementary coursewhich aims at improving students’ listening and speaking ability. This course combineswatching, listening and speaking completely together, offering students a totally new, vividand situational study environment, letting them learn in a relaxed mood, so as to achievegood teaching effect. One goal of the course is to mobilize students’ enthusiasm, improvetheir interest in English learning, enable students to fully participate in the class andeventually improve their ability of listening and speaking. The other goal is to understandBritish and American culture and cultivate intercultural communicative competence.Culture is the soul of a language. As language learners, the mastering of language itself isnot enough. In English audio-visual-oral teaching for English majors class, nearly all thevideos contain very rich culture information and students are required to understand thoseinformation to improve not only listening and speaking ability, but also interculturalcommunicative competence. However, for a very long time, summative assessment hasbeen used as the only way to evaluate students in this course. This way of assessment is asimple quantative assessment, which ignores students’ communicative competence andself-assessment.

Chapter 2 Literature Review

As a new assessment mode, formative assessment has drawn much attention fromeducators and researchers. This chapter will elaborate the definition of formativeassessment, therotical background and methods of formative assessment. Meanwhile, thedevelopment of formative assessment both at home and abroad, the development of Englishaudio-visual-oral teaching for English majors and its assessment mode will also beenintroduced.

2.1 Formative Assessment

2.1.1 Definition of Formative Assessment
In 1967, the term “formative” along with “summative” firstly appeared in Scrivenarticle, “The Methodology of Evaluation”. “Formative assessment refers to structuredevaluation that is provided while the course is ongoing so as to permit improvements”. Itstands in contrast to summative assessment, which refers to structured evaluation providedat the end of a course. Formative assessment is a concept that is more complex than it mightappear at first sight. The basic idea seems simple enough and the central purpose offormative assessment is to contribute to student learning through the provision ofinformation about performance. The activity of formative assessment, in an educationalcontext, has the purpose of collecting feedback on the process of teaching and learning thatis useful in shaping the further actions of teachers and pupils. Formative assessment andassessment for learning are used synonymously and interchangeably. Paul Black oncedefined formative assessment as “assessment for learning is any assessment for which thefirst priority in its design and practice is to serve the purpose of promoting pupils’ learning.It thus differs from assessment designed primarily to serve the purposes of accountability,or of ranking, or of certifying competence”. “Formative assessment is something done withpupils rather than to them. Involving them i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。