| Acknowledgments | 第2-3页 |
| Statements | 第3-4页 |
| Abstract in Chinese | 第4-5页 |
| Abstract in English | 第5页 |
| Chapter 1 Introduction | 第9-11页 |
| Chapter 2 Literature Review | 第11-17页 |
| 2.1 An Overview of Western Assessment Development | 第11-15页 |
| 2.2 An Overview of Assessment Development in China | 第15-17页 |
| Chapter 3 Concepts and Terms Concerned | 第17-23页 |
| 3.1 Testing, Measurement, Evaluation and Assessment | 第17-19页 |
| 3.2 Formative Assessment and Summative Assessment | 第19-23页 |
| 3.2.1 Definitions of Formative Assessment and Summative Assessment | 第19页 |
| 3.2.2 Comparison of Formative Assessment and Summative Assessment | 第19-20页 |
| 3.2.3 Characteristics of Formative Assessment | 第20-21页 |
| 3.2.4 Functions of Formative Assessment | 第21-23页 |
| Chapter 4 A Proposal of Formative Assessment in College English | 第23-29页 |
| 4.1 Theories Related to Formative assessment | 第23-24页 |
| 4.1.1 Humanism Psychology | 第23页 |
| 4.1.2 Constructivism | 第23-24页 |
| 4.1.3 Multiple Intelligences Theory | 第24页 |
| 4.2 Criticism on Traditional Assessment System | 第24-27页 |
| 4.2.1 The traditional assessment system is test-and-product-oriented | 第25页 |
| 4.2.2 Selective functions of assessment are overvalued in the traditional assessment system. | 第25-26页 |
| 4.2.3 External assessment is overemphasized in the traditional assessment system | 第26页 |
| 4.2.4 The traditional assessment system is lack of diversity both in the content and methods | 第26页 |
| 4.2.5 Individuality is seldom taken into account in the traditional assessment system. | 第26-27页 |
| 4.3 Implications from the Reform in Elementary Education Assessment | 第27-29页 |
| Chapter 5 Application of Formative Assessment in College English | 第29-48页 |
| 5.1 Principles of Conducting Formative Assessment | 第29-31页 |
| 5.1.1 Learner-centered Principle | 第29页 |
| 5.1.2 Ongoing Principle | 第29-30页 |
| 5.1.3 Triangulation Principle | 第30-31页 |
| 5.1.4 Goal-directed Principle | 第31页 |
| 5.2 Ways of Formative Assessment | 第31-34页 |
| 5.2.1 Self-assessment | 第31-33页 |
| 5.2.2 Peer-assessment | 第33页 |
| 5.2.3 Teacher-assessment | 第33-34页 |
| 5.2.4 Collaboration-assessment | 第34页 |
| 5.3 Tools and Techniques of Formative Assessment | 第34-43页 |
| 5.3.1 Observations | 第35-36页 |
| 5.3.2 Interviews | 第36-37页 |
| 5.3.3 Questionnaires | 第37页 |
| 5.3.4 Dialogue Journals | 第37-39页 |
| 5.3.5 Testing | 第39页 |
| 5.3.6 Portfolios | 第39-43页 |
| 5.4 A Suggested Assessment Model Based on Formative Assessment | 第43-44页 |
| 5.5 Limitations of Formative Assessment | 第44-48页 |
| Chapter 6 Conclusion | 第48-50页 |
| Bibliography | 第50-52页 |
