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1、AStudyofFormativeAssessmentinEnglishInstructionatHigherVocationalCollegeAThesisPresentedtoTheCollegeofForeignLanguagesZhejiangNormalUniversityInPartialFulfillmentoftheRequirementFortheDegreeofMasterofEducationInCurriculu

2、mandPedagogy(EnglishEducation)ByHuSufangUndertheSupervisionofProlessorZhouZhiyuanZhejiangNormalUniversityMarch2012ABSTRACTEducationalassessmentisavitalpartofcourseinstructionHowtousetheeducationalassessmentcorrectlyandef

3、fectivelyplaysanimportantroleinimprovinglearningefficiencyandteachingqualityFunctionsofassessmentaretypicallyclassifiedassummativeassessmentandformativeassessmentaccordingtotheirdifferentfunctionsinteachingprocessSummati

4、veassessmentiStraditionalandwideused，throughithasadvantage，italsohasshortagethatcan’tbeignoredTosummativeassessmenttestingscoresiStheonlyvaluetOassessstudents’abilityandiStheonlystandardtovaluetheteachingqualityAtthesame

5、timeitovervaluesthecultivationoftechniquesintakingexalTlS，whichmakethestudents，teachers，parentsandschoolsfocusonthetestingscoresandignorestudents’interestsitfailstocultivatestudents’selfconfidenceandbringtheautonomyoflea

6、rnersintofullplayManysideeffectshavebeencausedbysuchassessmentNownegativeinfluenceofsummativeassessmenthasbeenrealizedbyeducatorsandteachers，changingtheassessmentstrategieshadbeentheimportantpartinteachingreformWeaknessa

7、ndproblemsofthetraditionalassessmentlcadtothevocationofformativeassessmentwhichmainlyassessesstudents’learningprocessWithformativeassessmentstudents’learninginformationcanbecollectedstudents’learningaffectiveCanbeconcern

8、edandstudents’learningweaknessandstrengthsCanbeanalyzedTheresearchesonformativeassessmentaremainlycarriedourinthefieldofelementaryeducationbuttherearefewresearchonhighervocationalcollegeTIliSpaperintendstostudythemethods

9、andinfluenceofformativeassessmentintheinstructionofhighervocationalcollege111eimplementingofformativeassessmentisproposedinthispapertohelphighervocationalcollegestudentsarouseEnglishlearninginterest，formbetterlearninghab

10、itsandimprovetheirlearningoutcomes；itiSalSOsupposedtohelpthemboostupconfidenceanddeveloptheiroverallqualityandimprovetherelationshipbetweenteacherandstudentsnleresearchiSconductedinGuangshaCollegenleparticipantsare96NonE

11、nglishmajorswhoareatthesimilarEnglishlevelfromtwoclassesThetwoclassesaredividedintoexperimentalgroup(EG)andcontrolledgroup(CG)FormativeassessmentiSadoptedinEGandsummativeassessmentiSadoptedinCG乃emethodsofdatacollectionar

12、eobservationjportfolio，conference!feedbackjselfassessment，andpeerassessmentTherearethreeprocedureofthisresearchfirstisthepreparationstage，thesecondistheimplementstage，thelaststageisdataanalysisandmakingoverallevaluationA

13、fterasemester’Sresearch，thefollowingmeritsarefound：1)arousingEnglishlearninginterestandimprovingEnglishlearningoutcomes；2)boostingupconfidenceandhelpstudentsoveralldevelopment；3)Formingbetterlearninghabits；4)Improvingthe

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