文摘
英文文摘
论文说明：Acronyms、List of Figures and Tables
声明
ACKNOWLEDGEMENTS
CHAPTER 1 INTRODUCTION
1.1 Evaluation: A Method-Oriented Enterprise
1.2 Aims of the Study
1.2.1 Rationale for the Study
1.2.2 Research Questions and Stages of the Research
1.3 Organization of the Dissertation
CHAPTER 2 FORMATIVE EVALUATION
2.1 Formative Assessment
2.1.1 Assessment for Learning and Formative Assessment
2.1.2 Formative Assessment and Summative Assessment
2.1.3 The Impact of Formative and Summative Assessment on EFL Teaching and Learning
2.2 Formative Assessment and Program Evaluation
2.3 Formative Evaluation
2.3.1 Conceptualization of Formative Evaluation
2.3.2 Methods of Formative Evaluation
2.3.3 Use of Formative Evaluation
2.4 Studies on Formative Evaluation in China
CHAPTER 3 MODELS OF EDUCATIONAL PROGRAM EVALUATION
3.1 Meta-Modeling
3.2 Evaluation Design
3.3 Models of Educational Program Evaluation
3.3.1 Approaches to Educational Evaluation
3.3.2 Analysis of the Chosen Educational Program Evaluation Models
3.3.3 Necessity of Establishing a Formative Evaluation Procedure
3.4 Implications from the Literature Review for Establishing the Formative Evaluation Procedure
CHAPTER 4 RESEARCH METHODOLOGY
4.1 The Significance of the Case Study
4.2 Participants
4.3 Questionnaire Surveys
4.3.1 Sources and Content Structures of the Questionnaires
4.3.2 Validation Procedure of the Questionnaires
4.3.3 Data Collection Procedure of the Questionnaire Surveys
4.4 Interviews
4.4.1 Sources and Content Structures of the Interviews
4.4.2 Design and Validation of the Interviews
4.4.3 Data Collection Procedure of the Interviews
4.5 Classroom Observation
4.5.1 Sources and Content Structures of Observation
4.5.2 Design and Validation of Observation
4.5.3 Data Collection Procedure of Observation
4.6 Journals
4.6.1 Sources and Content Structures of the Journals
4.6.2 Design and Validation of the Journals
4.6.3 Data Collection Procedure of the Journals
4.7 Other Research Methods
4.8 Pilot Study
CHAPTER 5 DATA COLLECTION AND ANALYSIS OF THE INVESTIGATION AT THE FIRST STAGE
5.1 Data Collection
5.1.1 Participants
5.1.2 Instruments and Implementation
5.2 Findings and Analysis
5.2.1 About the New Undergraduate Program
5.2.2 About the EFL Teaching in Class 04
5.2.3 About the EFL Learning in Class 04
5.2.4 Classroom Observation in Class 04
5.3 Summary
CHAPTER 6 DATA COLLECTION AND ANALYSIS OF THE INVESTIGATION AT THE SECOND STAGE
6.1 Data Collection
6.1.1 Participants
6.1.2 Instruments and Implementation
6.2 Findings and Analysis
6.2.1 A Comparison between the Teachers and Students in Class 04 and Class 05 before the start of the Evaluation
6.2.2 The Changes of the EFL Teaching and Learning in Class 04 during the Initial Phase of Formative Evaluation
6.3 Summary
CHAPTER 7 DATA COLLECTION AND ANALYSIS OF THE INVESTIGATION AT THE THIRD STAGE
7.1 Data Collection
7.2 Findings and Analysis
7.2.1 The Design and Procedure of Data Analysis of the Investigation at the Third Stage
7.2.2 Findings of the Investigation at the Third Stage
7.3 Summary
CHAPTER 8 CONCLUSIONS
8.1 The Effectiveness of the Formative Evaluation Procedure:A Summary of the Case Study
8.2 The Established Formative Evaluation Procedure
8.2.1 A Description of the Established Evaluation Procedure
8.2.2 The Main Features of the Established Evaluation Procedure
8.3 Implications for Formative Evaluation Project
8.4 Recommendations and Limitations
Bibliography
Appendix 1 Teachers' Self-Reoirt(adaoted from Lynch 2001:112-113, Richards 2001:240-243)
Appendix 2 Teachers' Diary(adapted from Weir and Roberts 1994:324-325)
Appendix 3 Classroom Observation Checklist(adapted from Richards 2001:232-235, Weir and Roberts 1994:321)
Appendix 4 Classroom Observation Report(adapted from Cangelosi 1991:230-231,236 and Lynch 2001:112-113)
Appendix 5 Teachers' Questionnaire (Original version)(adapted from Richards 2001:236-239 and Weir and Roberts 1994:321)
Appendix 6 Students' Questionnaire Ⅰ(the original version)(adapted from Cangelosi 1991:249, Weur and Roberts 1994:276-284, Richars and Lockhart 1994:64,72)
Appendix 7 Teachers' Questionnaire (the final version)(adapted form Richards 2001:236-239 abd Weur and Roberts 1994:321)
Appendix 8 Students' Questionnaire Ⅰ (the final version)(adapted from Cangelosi 1991:249, Weir and Roberts 1994:276-284, Richards and Lockhart 1994:64,72)
Appendix 9 Students' Questionnaire Ⅱ(adapted from Cangelosi 1991:249, Richards and Lockhart 1994:64,72)
Appendix 10 Teachers' Interview(adapted from Richards and Lockhart 1994:16-17,32-41)
Appendix 11 Students' Interview
Appendix 12 Students' Self-report(adapted from Cangelosi 1991:247-248)
Appendix 13 Questionnaire on Evaluation Methods and Implementation
Appendix 14 English Proficiency Test(quoted from June,2001 CET)
Appendix 15 Raw Data of Questionnaire Surveys Collected from the Students in Class 04 at the Three Stages of Study
Appendix 16 Raw Data of Questionnaire Surveys Collected from the Students in Class 05 at the Three Stages of Study
Appendix 17 A Sample of Teachers' Interview
Appendix 18 A Sample of Students' Interview
Appendix 19 A Sample of Completed Classroom Observation Checklist and Report
Appendix 20 Samples of Journals Written by Teachers and Students in Class 04
Appendix 21 Repeated Measures ANOVA of Students' Perceptions of Learning Strategy, English Learning and the Undergraduate Program
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