文摘
英文文摘
ACKNOWLEDGEMENTS
1. INTRODUCTION
1.1Need for the study
1.2 Purpose of the study
1.3 Summary of the study
2. LITERATURE REVIEW
2.1 Definition of classroom-based assessment
2.2 Types of assessment
2.2.1 Diagnostic assessment
2.2.2 Formative assessment
2.2.3Summative assessment
2.3 Contrast
2.4 Characteristics of Formative Assessment
2.5 Methods of formative assessment
2.5.1 Self-assessment
2.5.2. Peer assessment
2.5.3 Teacher assessment
2.5.4 Collaborative assessment
2.6 Formative assessment Tools
2.6.1 Observations
2.6.2 Portfolio
2.6.3 Conversations, Dialogue Journals, and Learning Logs
2.6.4 Other assessment tools
3.INVESTIGATIONS AND ANALYSIS
3.1 Research aims
3.2. Subjects of the research
3.3 Methods of the investigation
3.3.1 Teacher assessment
3.3.2 Self and peer assessment
3.3.3 Collaborative assessment
3.4 Collection of the results
3.4.1 Data collection
3.4.2 Questionnaires
3.5 Results of the analysis
3.6 Limitations of investigation
4.FINDINGS AND DISCUSSIONS
4.1 Findings
4.1.1 Leading part of formative assessment
4.1.2 Benefits to students
4.1.3 Benefits to teachers
4.1.4 Difficulty in formative assessment
4.2 Discussions
4.2.1 Strategy for formative assessment activities
4.2.2 Nine principles of good practice for assessing student learning
4.2.3 Research into more effective assessment methods
4.2.4 More demands for teachers
5.CONCLUSIONS
Appendix
REFERENCES
