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A Study on the Implementation of Formative Assessment in College English Teaching

Acknowledgements第2-3页
Abstract第3页
Table of Contents第5-7页
Chapter 1 Introduction第7-16页
    1.1 Assessment in foreign language teaching第7-9页
        1.1.1 An overview of the development in educational assessment第7-8页
        1.1.2 Assessment in foreign language teaching in foreign countries第8-9页
    1.2 Assessment in foreign language teaching in China第9-11页
    1.3 Problems and weaknesses of traditional assessment第11-12页
    1.4 Innovation in assessment in College English Curriculum Requirements第12-14页
    1.5 The main contents of the thesis第14-16页
Chapter 2 Literature Review第16-34页
    2.1 Theoretical basis for formative assessment第16-19页
        2.1.1 Humanism第16-17页
        2.1.2 Constructivism第17-18页
        2.1.3 Theory of multi-intelligence第18-19页
    2.2 Characteristics of formative assessment第19-21页
    2.3 Functions of formative assessment第21-22页
    2.4 Comparison between formative assessment and summative assessment第22-23页
    2.5 Tools and techniques of formative assessment第23-31页
        2.5.1 Portfolio第23-26页
        2.5.2 Observations and interviews第26-27页
        2.5.3 Questionnaires第27-28页
        2.5.4 Dialogue journals第28-29页
        2.5.5 Testing第29页
        2.5.6 Course work第29-31页
    2.6 Related studies on formative assessment第31-34页
Chapter 3 The Present Research第34-58页
    3.1 Objectives of the research第34页
    3.2 Hypotheses第34-36页
    3.3 Research design第36-47页
        3.3.1 Instruments第36-37页
        3.3.2 Participants第37-39页
        3.3.3 Method第39-46页
        3.3.4 Data collection第46页
        3.3.5 Data analysis第46-47页
    3.4 Results and discussions第47-58页
        3.4.1 Influence of assessment on motivation第47-51页
        3.4.2 Influence of assessment on learner autonomy第51-56页
        3.4.3 Influence of assessment on English achievement第56-58页
Chapter 4 Conclusions and Implications第58-66页
    4.1 Findings.第58页
    4.2 Potential problems and prospective of the implementation of formative assessment in Colleges第58-64页
    4.3 Implications for classroom teachers第64页
    4.4 Recommendations for future research第64-66页
        4.4.1 Limitations of the study第64-65页
        4.4.2 Suggestions for future research第65-66页
References第66-73页
Appendix Ⅰ第73-76页
Appendix Ⅱ第76-78页
Appendix Ⅲ第78-80页
Appendix Ⅳ第80页

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