文摘
英文文摘
声明
Acknowledgements
Chapter 1 Introduction
1.1 Background of the Research
1.2 Significance of the Study
1.3 Outline of the Study
Chapter Two Literature Review
2.1 Educational Assessment and Teaching Assessment
2.1.1 Classifications of Educational Assessment
2.1.2 Types of Teaching Assessment
2.2 Definition of Formative Assessment
2.3 Theories Related to Formative Assessment
2.3.1 Theory of Humanism
2.3.2 Constructivism
2.3.3 Theory of Multiple Intelligences
2.4 Relationship between Formative and Summative Assessments
2.4.1 Summative Assessment
2.4.2 Differences between Formative and Summative Assessment
2.5 Methods of Formative Assessment
2.5.1 Classroom Observation
2.5.2 Questionnaires and Interviews
2.5.3 Journals
2.5.4 Portfolios
Chapter Three Design of the Research
3.1 Subjects
3.2 Objectives
3.3 Procedure
3.4 Instruments
3.4.1 Classroom Observation
3.4.2 Interview
3.4.3 Journals
3.4.4 Portfolios
3.4.5 Portfolio Conference
3.4.6 Self-and-peer Assessment
3.5 Methodology
3.5.1 Pre-experiment Investigation of the Subjects
3.5.2 Application of Formative Assessment in Teaching
3.5.3 Post-experiment Activities
Chapter Four Analysis and Evaluation
4.1 Analysis Methods
4.2 Analysis and Evaluation
4.2.1 Analysis on Questionnaire Results
4.2.2 Analysis on Results of Tests
Chapter Five Conclusion
5.1 Major Findings of This Study
5.2 Suggested Implication of Formative Assessment in Basic English Teaching for Vocational College English Majors
5.3 Limitations of This Research
5.4 Suggestions for Further Research
References
Appendix
