| Acknowledgementsi | 第1-4页 |
| Abstract in Chineseii | 第4-5页 |
| Abstract in Englishiii | 第5-7页 |
| Chapter 1 Introduction | 第7-8页 |
| Chapter 2 The criticism of the traditional assessment system | 第8-11页 |
| ·The traditional assessment aims at selection of students for further study | 第8-9页 |
| ·The traditional assessment is usually carried out by special committees outside ofclassroom | 第9页 |
| ·The traditional assessment is centered around basic knowledge and skills | 第9-10页 |
| ·The traditional assessment is featured with accountability and quantification | 第10-11页 |
| Chapter 3 The proposal of negotiation-based learner assessment | 第11-23页 |
| ·The theoretical foundation of negotiation-based learner assessment | 第11-12页 |
| ·The different models of negotiation-based learner assessment | 第12-14页 |
| ·The suggested framework of negotiation-based learner assessment | 第14-17页 |
| ·The features of good negotiation-based learner assessment | 第17-18页 |
| ·Why use negotiation-based learner assessment | 第18-20页 |
| ·Who participates in negotiation-based learner assessment? | 第20-23页 |
| Chapter 4 The practice of negotiation-based learner assessment in middleschools--A case study | 第23-35页 |
| ·General description | 第23-24页 |
| ·Purposes | 第23页 |
| ·Subjects | 第23-24页 |
| ·The criteria to be followed in negotiation-based learner assessment | 第24-27页 |
| ·The linguistic domain | 第24-25页 |
| ·The strategic domain | 第25页 |
| ·The affective domain | 第25-26页 |
| ·The cultural domain | 第26-27页 |
| ·The procedure of negotiation-based learner assessment | 第27-35页 |
| ·Unit assessment | 第27-32页 |
| ·Mid-term assessment | 第32-35页 |
| ·Terminal assessment | 第35页 |
| Chapter 5 Conclusion | 第35-37页 |
| References | 第37-38页 |
