声明
摘要
ABSTRACT
List of Abbreviations
Contents
Chapter 1 Introduction
1.1 Background of the Study
1.2 Needs of the Study
1.3 Purpose of the Study
1.4 Layout of the Thesis
Chapter 2 Literature Review
2.1 Educational Assessment
2.1.1 Definition of Formative Assessment
2.1.2 Definition of Summative Assessment
2.1.3 The Distinction between Formative Assessment and Summative Assessment
2.2 Theoretical Basis of Formative Assessment
2.2.1 Humanism
2.2.2 Constructivism
2.2.3 Theory of Multi-intelligence
2.3 Functions of Formative Assessment
2.4 Approaches and Tools Adopted in Formative Assessment
2.4.1 Approaches Adopted in Formative Assessment
2.4.2 Tools Adopted in Formative Assessment
Chapter 3 Research Design
3.1 Research Questions
3.2 Subjects
3.3 Instruments
3.4 Procedures
3.4.1 Pre-assessment
3.4.2 During Assessment
3.4.3 Post-assessment
Chapter 4 Data Analysis and Discussion
4.1 Analysis of Questionnaires
4.1.1 Analysis of Pre-questionnaires
4.1.2 Analysis of Post-questionnaire
4.1.3 Analysis of Changes of Students’ Attitudes and Cooperative Consciousness
4.2 Dialogue Journals Enhance Mutual Understanding
4.3 Tests Indicate Students’ Progress
4.4 Interviews Embody Students’ Preference of Formative Assessment
Chapter 5 Conclusion
5.1 Major Findings
5.2 Limitations of This Research
5.3 Suggestions for Further Study
References
Appendices
Appendix Ⅰ Questionnaire 1
Appendix Ⅱ Questionnaire 2
Appendix Ⅲ Questionnaire 3
Appendix Ⅳ Post-questionnaire
Appendix Ⅴ Oral English Test(A)
Appendix Ⅵ Oral English Test(B)
Appendix Ⅶ Marking Criteria of CET-4 and CET-6 Oral Test
Appendix Ⅷ Interview Questions
Acknowledgments
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