| Acknowledgements | 第1-5页 |
| Abstract | 第5-8页 |
| 内容提要 | 第8-13页 |
| Chapter One Introduction | 第13-17页 |
| ·Background | 第13-16页 |
| ·Significance | 第16-17页 |
| Chapter Two Literature Review | 第17-34页 |
| ·An Overview of Western Assessment Development | 第17-22页 |
| ·An Overview of Assessment Development in China | 第22-25页 |
| ·Terms and Concepts Concerned | 第25-34页 |
| ·Testing,Measurement,Evaluation,and Assessment | 第25-28页 |
| ·Constructivism | 第28-34页 |
| ·Definition and Types of Constructivism | 第28-31页 |
| ·Common Elements of Constructivist Perspectives | 第31-34页 |
| Chapter Three A Constructivist Perspective on Foreign Language Teaching | 第34-39页 |
| ·Focus on Learners' Active Construction of Knowledge | 第34-36页 |
| ·Focus on Learners' Authentic Understanding of Knowledge | 第36-37页 |
| ·Focus on the Multi-Dimensional and Multi-faceted Nature of Teaching Objectives | 第37-38页 |
| ·Focus on Learners' Affective Experience | 第38-39页 |
| Chapter Four A Constructivist Paradigm of Foreign Language Assessment | 第39-48页 |
| ·Criticisms on Traditional Foreign Language Assessment System | 第39-43页 |
| ·Test-and-Product-Oriented Assessment | 第40-41页 |
| ·Overvaluing Selective Function | 第41页 |
| ·Overemphasizing External Assessment | 第41页 |
| ·Neglecting Individuality | 第41-42页 |
| ·Lacking Diversity both in Content and Methods | 第42页 |
| ·Neglecting Affect | 第42-43页 |
| ·A Constructivist View of Foreign Language Assessment | 第43-48页 |
| ·Emphasizing the Flexibility of Objectives | 第44页 |
| ·Emphasizing the Process of Knowledge Construction | 第44-45页 |
| ·Emphasizing Learners' Self-Awareness and Development of Meta-Cognition | 第45页 |
| ·Emphasizing Learners' Affective Factors | 第45-46页 |
| ·Emphasizing Diversity of Assessment Criteria and Contents | 第46-48页 |
| Chapter Five Foreign Language Assessment Strategies under the View of Constructivism | 第48-74页 |
| ·Integration of Formative and Summative Assessment | 第48-67页 |
| ·Comparisons of Formative and Summative Assessment | 第48-50页 |
| ·Characteristics of Formative Assessment | 第50-51页 |
| ·Functions of Formative Assessment | 第51-53页 |
| ·Ways of Formative Assessment | 第53-56页 |
| ·Self-Assessment | 第53-55页 |
| ·Peer Assessment | 第55页 |
| ·Teacher Assessment | 第55-56页 |
| ·Collaborative Assessment | 第56页 |
| ·Tools of Formative Assessment | 第56-65页 |
| ·Observations | 第57-58页 |
| ·Interviews | 第58-59页 |
| ·Questionnaires | 第59-60页 |
| ·Dialogue Journals | 第60-61页 |
| ·Testing | 第61-62页 |
| ·Portfolios | 第62-65页 |
| ·A Suggested Proportionally Integrated Model of Formative and Summative Assessment | 第65-67页 |
| ·Implementation of Performance Assessment | 第67-71页 |
| ·Characteristics of Performance Assessment | 第67-69页 |
| ·Ways and Tools of Performance Assessment | 第69-70页 |
| ·Guidelines for Performance Assessment | 第70-71页 |
| ·Diversification in Contents, Methods, and Criteria of Assessment | 第71-74页 |
| ·Diversification in the Contents of Assessment | 第71-72页 |
| ·Diversification in the Methods of Assessment | 第72-73页 |
| ·Diversification in the Criteria of Assessment | 第73-74页 |
| Chapter Six Conclusion | 第74-76页 |
| Bibliography | 第76-81页 |
