| Acknowledgments | 第1-7页 |
| 摘要 | 第7-9页 |
| Abstract | 第9-12页 |
| Contents | 第12-16页 |
| Chapter I Introduction | 第16-25页 |
| ·Terminology | 第16-18页 |
| ·Focus of the study | 第18-19页 |
| ·Purpose of the study | 第19-21页 |
| ·Significance of the study | 第21-23页 |
| ·An outline of the chapters | 第23-25页 |
| Chapter II Literature Review (1): Testing and Its impact | 第25-55页 |
| Introduction | 第25页 |
| ·Early Chinese selection examination and its impact | 第25-32页 |
| ·A sketch of history | 第25-27页 |
| ·Impact on society and education | 第27-28页 |
| ·Lessons to learn | 第28-32页 |
| ·Early western examinations | 第32-33页 |
| ·Psychometric educational testing | 第33-39页 |
| ·Development of psychometric testing | 第33-35页 |
| ·Psychometric testing in China in the early 20~(th) century | 第35页 |
| ·Psychometric-structural EFL testing | 第35-37页 |
| ·Psychometric EFL testing in China | 第37-39页 |
| ·Criterion-referenced educational testing | 第39-42页 |
| ·Criticism on psychometric testing | 第39-40页 |
| ·Advantages of criterion-referenced testing | 第40-41页 |
| ·Practical problems of criterion-referenced testing | 第41-42页 |
| ·Performance testing and its use | 第42-44页 |
| ·Performance tests: advantages and limitations | 第42-43页 |
| ·Development of performance-based EFL test | 第43-44页 |
| ·Excessive use of tests | 第44-47页 |
| ·Test use in the USA and UK | 第45-46页 |
| ·Test use in EFL education in China | 第46-47页 |
| ·Impact of test use | 第47-51页 |
| ·Cost of tests | 第47页 |
| ·Impact of tests | 第47-49页 |
| ·Impact studies of tests on EFL teaching and learning | 第49-50页 |
| ·Impact studies of tests on EFL learning and teaching in China | 第50-51页 |
| ·Future direction of language testing | 第51-54页 |
| Summary | 第54-55页 |
| Chapter III Literature (2): Understanding New Forms of Assessment | 第55-81页 |
| Introduction | 第55-56页 |
| ·Terms and features of the new forms of assessment | 第56-57页 |
| ·Theoretical base | 第57-59页 |
| ·A few issues of new forms of assessment | 第59-70页 |
| ·Relationship between assessment and teaching | 第59-61页 |
| ·A shift of assessment culture | 第61-62页 |
| ·Role conflicts of assessment | 第62-64页 |
| ·Difference between formative and summative assessment | 第64-65页 |
| ·Validity | 第65-67页 |
| ·Reliability | 第67-69页 |
| ·Content of the assessment | 第69-70页 |
| ·Formative assessment for learning in practice | 第70-76页 |
| ·Studies of “formative”testing | 第71-72页 |
| ·Studies of the new forms of assessment | 第72-76页 |
| ·Experimental studies | 第72-74页 |
| ·Studies conducted in natural contexts | 第74-76页 |
| ·Current reform of EFL education at tertiary level in China | 第76-79页 |
| ·Major concern of the study | 第79-80页 |
| Summary | 第80-81页 |
| Chapter IV Methodology | 第81-106页 |
| Introduction | 第81页 |
| ·Research context | 第81-85页 |
| ·Teaching context | 第81-82页 |
| ·Assessing context | 第82-84页 |
| ·Former assessment practice | 第82-83页 |
| ·New assessment policy | 第83-84页 |
| ·Problems | 第84-85页 |
| ·Research purpose | 第85-87页 |
| ·Research questions | 第87-88页 |
| ·Quasi-Experimental design | 第88-89页 |
| ·Participants | 第89-91页 |
| ·Students | 第89-90页 |
| ·Teachers | 第90-91页 |
| ·Procedures of formative assessment treatments | 第91-93页 |
| ·Assessment training before the experiment | 第92-93页 |
| ·Implementation of formative assessment | 第93页 |
| ·Instruments | 第93-96页 |
| ·Pre-test and post test | 第93-94页 |
| ·Questionnaire | 第94-95页 |
| ·Interview | 第95-96页 |
| ·Student interview | 第95-96页 |
| ·Teacher interview | 第96页 |
| ·Pilot study | 第96-105页 |
| ·Subjects | 第97页 |
| ·Assessing context | 第97页 |
| ·Formative assessment activities | 第97-99页 |
| ·Questionnaire survey | 第99页 |
| ·Findings | 第99-104页 |
| ·Student perception | 第99-104页 |
| ·Teacher reflection | 第104页 |
| ·A conclusion | 第104-105页 |
| Summary | 第105-106页 |
| Chapter V Findings and Discussion | 第106-134页 |
| Introduction | 第106页 |
| ·Quantitative Data | 第106-114页 |
| ·Students’gains in language proficiency | 第106-111页 |
| ·Students’gains in self-perceived autonomy and self-efficacy | 第111-114页 |
| ·Qualitative data | 第114-132页 |
| ·Student perception | 第115-124页 |
| ·Variation in teaching behaviors | 第115-118页 |
| ·Formative assessment | 第118-121页 |
| ·Students’perception about the new forms of formative assessment | 第121-124页 |
| ·Reflective learning diary | 第121-122页 |
| ·Reading assessment | 第122-123页 |
| ·Peer assessment | 第123-124页 |
| ·Teachers’perception | 第124-132页 |
| ·Benefit of the formative assessment | 第124-126页 |
| ·Constraints of the formative assessments | 第126-131页 |
| ·Cost of the formative assessment | 第126-127页 |
| ·Defects of the implementation of the formative assessments | 第127-128页 |
| ·Contextual impedances of the practice of formative assessment | 第128-131页 |
| ·Impact of the formative assessment practice | 第131-132页 |
| Summary | 第132-134页 |
| Chapter VI Conclusion | 第134-148页 |
| Introduction | 第134页 |
| ·Major findings | 第134-136页 |
| ·Qualities of formative assessment for learning | 第136-139页 |
| ·Working model of formative assessment for learning | 第139-141页 |
| ·Suggestions for practitioners of formative assessment for learning | 第141-143页 |
| ·Acknowledging the role of multiple participants | 第141页 |
| ·Assessing more than planned | 第141-142页 |
| ·Developing a working standard of language learning | 第142页 |
| ·Providing high quality feedback | 第142-143页 |
| ·Suggestions for teacher education | 第143-144页 |
| ·Limitations | 第144-145页 |
| ·Contributions | 第145-146页 |
| ·Future research | 第146-147页 |
| Summary | 第147-148页 |
| Reference | 第148-156页 |
| Appendix 1 | 第156-168页 |
| Appendix 2 | 第168-180页 |
| Appendix 3 | 第180-183页 |
| Appendix 4 | 第183-184页 |
