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Localized Representation of formative assessment in China:A Regional Study from a Sociocultural Perspective

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Frontiers of Education in China 2017年第1期12卷 75-97页

作者： CHEN Qiuxian Foreign Languages School Shanxi UniversityTaiyuan 030006China

formative assessment originated and developed in a Western *** its function of learning improvement being evidenced in research,formative assessment has been adopted in assessment initiatives in multiple contexts including that of ***,however,reveals that formative assessment as implemented in Chinese contexts is by no means equivalent to what is understood and implemented in the West;rather,in many cases,it is decontextualised and recontextualised,or culturally *** paper presents findings of a study which examined the culturally appropriated representation of formative assessment within eight universities in a mid-western province of *** administrators in each university were interviewed face-to-face and individually to fulfill three purposes:(1)To clarify understandings of formative assessment in the area of college English education;(2)To explore the existing gap between formative assessment principles and their representation in College English Curriculum Requirements(CECR),and the gap between formative assessment initiatives at the national level and local contexts;and(3)To distill implications for policy-borrowing and effective implementation in the Chinese context.

关键词： College English Curriculum Requirements formative assessment localized representation sociocultural perspective

formative assessment of language learning strategies

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英语学习 2017年第9X期 16-24页

作者：顾永琦新西兰惠灵顿维多利亚大学新西兰惠灵顿维多利亚大学语言学与应用语言研究学院

This article attempts to integrate language learning strategies into the theory and practice of formative assessment. It is argued that learners’ current language problems might have been a result of their strategic learning problems. As such, diagnosing the potential problems in language learning strategies and providing support in strategic learning(the ‘how’ of learning) will not only help locate the possible causes of language deficiencies but also help learners close the linguistic gap(the ‘what’ of learning). The article also illustrates how language learning strategies can be assessed formatively. Next, two implementation issues, the teacher’s pedagogical content knowledge and student engagement after assessment feedback, are highlighted for discussion.

关键词： formative assessment language learning strategies

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formative assessment Applied to English Teaching in A Vocational College and its Effects

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校园英语 2015年第2期 69-71页

作者：唐晖华刘婷婷杭州科技职业技术学院

The author carries out a study on formative assessment and proves its *** subjects in two classes majored in preschool education in a vocational college are arranged to have the experiment lasting for a *** date proved that formative assessment is effective to improve students’ achievements and teachers’ teaching effect,which not only develops students’ language knowledge and skills,but also develops their respective initiative and creativity,even their cooperation and autonomy abilities.

关键词： formative assessment assessmentapplication summative higher vocational college

A Study on the Implementation of formative assessment in College English Teaching

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A Study on the Implementation of Formative Assessment in Col...

作者：徐辉浙江大学

学位级别：硕士

No curriculum model would be complete without an assessmentcomponent. Language assessment is known from researches to be the most powerful influence on student learning but it has by far merely focused on summative one. Summative assessment emphasizes the memory of discrete language points and linguistic accuracy and neglects students' active involvement and self-assessment in language learning. Emerged under humanism, constructivism and the theory of multi-intelligence, formative assessment lays emphasis on the diversity of testing forms, contents and methods. It aims at improving instruction, promoting development, and providing decision-making *** New College English Curriculum Requirements proposes the establishment of combining formative assessment and summative assessment to assess students' ability to use English in an all-round way. The significance and necessity of formative assessment have been well acknowledged in the educational field. However, researches on the theory and practice of formative assessment are mainly carried out in the field of elementary education. Rarely have researches and experiments been carried out at college *** thesis is a study on innovation of assessment in college English teaching. The experiment was conducted to find out whether formative assessment could facilitate the improvement of college students' English learning. 90 art major students of two classes of Zhejiang Sci-Tech University were involved in the study. Mid-term exam scores showed that they were nearly at the same English level. The two classes were divided into the control and the experimental class. formative assessment was integrated into the teaching of the experimental class. Summative assessment was adopted in the control class. Portfolios, observations, questionnaires, interviews and different studying tables were served as experiment tools. These tools were chosen because they could embody the applying of humanism, constructivism and the

关键词： formative assessment college English teaching portfolio assessment tools learner autonomy

Discussion on the Construction of College English formative assessment Mode

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Sino-US English Teaching 2014年第7期11卷 519-525页

作者： WANG Huan Harbin Engineering University Harbin China

According to College English Curriculum Requirements and current educational situations, it is necessary and important to construct new college English formative assessment mode. Presenting the comparative analysis of summative assessment and formative assessment, discussing respective definitions and features of summative assessment and formative assessment, this paper attempts to construct the formative assessment mode in college English teaching mode of autonomous learning, and combine formative assessment and summative assessment. It perfectly applies to teaching reform subject of non-English major in three aspects, including background, research basis, research object and research content. This paper comprehensively and systematically investigates and analyzes the cultivating process of college students＇ autonomous learning ability, presents the influence on language learning and teaching as well as the influence on students＇ academic achievements and motivation in formative assessment.

关键词： college English teaching formative assessment summative assessment

The Construction of formative assessment Mode in Ethnic Minority Classes in Universities

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Sino-US English Teaching 2015年第7期12卷 479-484页

作者： WANG Huan Harbin Engineering University Harbin China

From analyzing the current situations of formative assessment of ethnic minority students＇ college English in China and abroad, this paper gives the specific problems, the significance, and the research values of constructing the research. It tries to construct the formative assessment mode of ethnic minority class＇s college English on the basis of multimedia teaching, systematically and comprehensively investigates and analyzes the formative assessment＇s impacts upon the fostering of ethnic minority students＇ autonomous learning abilities, the impacts upon language learning and teaching, and the impacts upon the ethnic minority students＇ academic achievements and learning motives. The aim of this paper is to comprehensively enhance ethnic minority students＇ college English teaching qualities and the system of tests and assessments. The project based on relative theories and principals like language acquisition theory, humanism theory, constructivism theory, formative assessment, and summative assessment. According to the distinctiveness of ethnic minority college English teaching in science and technology, we are trying to construct the formative assessment system of ethnic minority college English teaching on the basis of multi-media network teaching mode. We comprehensively and systematically investigate and analyze the construction of the formative assessments＇ impact upon the cultivation of ethnic minority students＇ autonomous learning abilities, the impact upon language learning and teaching, the impact upon students＇ academic achievements, oral scores, and students＇ learning motivations.

关键词： formative assessment ethnic minority students construction

An Investigation on Chinese Elementary and Secondary School English Teachers' Perceptions on AWE as formative assessment Tools

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Chinese Journal of Applied Linguistics 2012年第1期35卷 80-98,129页

作者：冯雪唐锦兰北京外国语大学网络教育学院

The research is designed to examine current teaching practices and perceptions of elementary and secondary school language teachers so as to inform the design of a large-scale project on AWE （Automated Writing Evaluation） application in the Chinese classroom. The data indicated that teachers were confident in their computer use and understood formative assessment notions and their role in technology-enhanced teaching and learning. However, concerns were raised on the writing rubrics interpretation, the pedagogy on integrating AWE into teaching, and the suitability of the whole English software to Chinese learners. Solutions and suggestions were discussed. Sample lesson plans, pedagogy training and technical support were considered necessary for the participating teachers.

关键词： automated writing evaluation formative assessment English writing elementary and secondary school English teaching

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A Bibliometric Analysis of the Research on the Web-based formative assessment in College English Writing Teaching in China from 2000 to 2009

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Chinese Journal of Applied Linguistics 2012年第4期35卷 421-435页

作者： CAI Jing Beijing Foreign Studies University

This paper makes an overview of the studies on web-based formative assessment in college English writing teaching in China from 2000 to 2009 on the basis of relevant papers published in 10 important Chinese journals of English language teaching. It analyzes the achievements and weaknesses of the research so far based on which to provide some implications for future development,

关键词： EFL writing instruction formative assessment information and communication technologies review

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Current investigation and analysis of formative assessment in college oral English teaching

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Sino-US English Teaching 2008年第1期5卷 33-39页

作者：尹万宝西安理工大学人文学院英语系陕西西安710054

This article investigates and analyzes the current circumstances of formative assessment in college oral English teaching. The result shows：（1） students still have some difficulties in the process of oral English formative assessment; （2） students are not accessible to abundant formative assessment approaches; （3） teachers play an unsatisfactory role in the process of oral English formative assessment. Finally, this article offers some advice on figuring out the problems above.

关键词： oral English formative assessment teaching