A Probe into the Evaluation Strategies to Facilitate Students' Interaction and Autonomous Learning in CET

摘要

In college English teaching (CET), evaluation is not only to check the results of learning but also a strategy to reform teaching model. The focus in the article is placed on the formative evaluation strategies to facilitate studentspsila interaction and autonomous learning. The principle of Criterion First and the evaluation interpretation strategies--- student team achievement division (STAD) and integration of group achievement and individual contribution---are elaborated. The research reveals how the strategies work effectively to enhance studentspsila self-confidence and interests in learning, drive them to study actively and purposefully, and reinforce the studentspsila self-discipline and self-supervising.