| Acknowledgements | 第1-5页 |
| Abstract | 第5-9页 |
| Chap One Introduction | 第9-17页 |
| Chapter Introduction | 第9页 |
| 1-1 Background | 第9-10页 |
| 1-2 The Changing Role of Assessment | 第10-11页 |
| 1-3 The Categories of Assessment | 第11-14页 |
| 1-3-1 The Definition of Summative Assessment and Its Assumptions | 第12页 |
| 1-3-2 The Definition of Formative Assessment and Its Assumption | 第12-13页 |
| 1-3-3 Comparison of Characteristics of Formative Assessment and Summative Assessment | 第13-14页 |
| 1-4 The Need for Alternative Assessment | 第14-15页 |
| 1-5 Formative Assessment should Serve as an Alternative to Traditional Summative Assessment | 第15页 |
| 1-6 The Outline of the thesis | 第15-16页 |
| 1-7 Summary | 第16-17页 |
| Chap Two Theories Related to Formative Assessment and Adult Learning | 第17-23页 |
| Chapter Introduction | 第17页 |
| 2-1 Theories Related to Formative Assessment | 第17-19页 |
| 2-1-1 Humanism Psychology | 第17-18页 |
| 2-1-2 Constructivism | 第18页 |
| 2-1-3 Contributions of Cognitive Psychology | 第18页 |
| 2-1-4 Motivation Theory | 第18-19页 |
| 2-1-5 The affective filter hypothesis | 第19页 |
| 2-1-6 The Reflective Practitioner | 第19页 |
| 2-2 Theories Related to Adult Learner and Adult Learning | 第19-22页 |
| 2-2-1 Adult Learner | 第19-21页 |
| 2-2-2 Adult Learning | 第21-22页 |
| 2-3 Summary | 第22-23页 |
| Chap Three Related Studies on Formative Assessment and Adult Learning | 第23-30页 |
| Chapter Introduction | 第23页 |
| 3-1 Related Studies on Formative Assessment | 第23-27页 |
| 3-1-1 Yetta Goodman's Study | 第23-25页 |
| 3-1-2 Zhang Hui's Study | 第25页 |
| 3-1-3 Harry Torrance and John Pryor's Study | 第25-27页 |
| 3-2 The Characteristics of the Adult Students of English Learning | 第27-28页 |
| 3-3 Summary | 第28-30页 |
| Chap Four The Current Research: Using Formative Assessment Strategies to Aid Students' Learning in Adult English Teaching-an Experimental Study | 第30-52页 |
| Chapter Introduction | 第30页 |
| 4-1 Objectives of the Research | 第30-31页 |
| 4-2 Hypotheses | 第31-32页 |
| 4-3 Research Design | 第32-41页 |
| 4-3-1 Instrument | 第32-33页 |
| 4-3-2 Participants | 第33-34页 |
| 4-3-3 Method | 第34-39页 |
| 4-3-4 Data Collection | 第39-40页 |
| 4-3-5 Data Analysis | 第40-41页 |
| 4-4 Results and Discussions | 第41-52页 |
| 4-4-1 Influence of Assessment on metacognitive strategies | 第43-44页 |
| 4-4-2 Influence of Assessment on motivation | 第44-45页 |
| 4-4-3 Influence of Assessment on Affect | 第45-47页 |
| 4-4-4 Influence of Assessment on English Achievement | 第47页 |
| 4-4-5 Some incidental Findings (quotes from students' answers in interview) | 第47-48页 |
| 4-4-6 Two Cases from the Experimental Group | 第48-52页 |
| Chap Five Conclusion and Implications | 第52-56页 |
| Chapter Introduction | 第52页 |
| 5-1 Major Findings | 第52页 |
| 5-2 Minor Findings | 第52-53页 |
| 5-3 Implications for Classroom Teachers | 第53-54页 |
| 5-4 Recommendations for Future Research | 第54-55页 |
| 5-4-1 Limitation of the study | 第54-55页 |
| 5-4-2 Suggested Research Topics | 第55页 |
| 5-5 Summary | 第55-56页 |
| Appendix Ⅰ | 第56-59页 |
| Appendix Ⅱ | 第59-60页 |
| Appendix Ⅲ | 第60-70页 |
| References | 第70-71页 |
