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1、畢業(yè)論文（設計）FormativeAssessmentEnglishonReadingTeachinginSeniorMiddleSchool1.Introduction22.Researchbackground32.1Thelimitationofpresentclassroomassessment32.2TherequirementofEnglishNewCurriculumCriteriaonassessment42.3Thesignificanceofreadingteaching53Thepresentr
2、esearchofformativeassessment63.1Thedevelopmentofformativeassessment63.2Thedefinitionsofformativeassessment73.3Classroomassessmentincomparison83.4Goalsandprincipleofformativeassessment103.5TypesofClassroomformativeassessment113.5.1Self-assessment113.5.2Teachers
3、Assessment123.5.3CollaborativeAssessment123.6MethodsofFormativeclassroomassessment133.6.1Observationinclassroom133.6.2Portfolios133.6.3Conferences153.6.4Journals,questionnairesandinterviews154Formativeassessmentsinreadingteaching164.1Experimentaims164.2Subject
4、s164.3Experimentprocess164.4Datacollectionandanalysis194.5Implicationandsuggestions224.5.1Teacher’sroles224.5.1.1Teachersasdiagnosticians224.5.1.2Teachersastrainers234.5.1.3Teachersascoaches234.5.1.4Teachersascoordinators244.5.2Theeffectsonstudents’learningint
5、erest245.Conclusion25References26Appendix2728畢業(yè)論文（設計）1.IntroductionItiswellknownthatEnglishteachingplaysaveryimportantroleintheschooleducation.ThelasttwodecadeshavewitnessedamarkedincreaseinEnglishteachingasaforeignlanguageinlotsofcountries.Inordertomeetthenee
6、dofournation’sdevelopment,wemustreformourEnglishteachingmethods.NotonlyChineseteachersbutalsotheteachersofothercountriesorareasaretryingtofindabestwaytoteachforeignlanguages.Plentyofscholarsandteachersfocusonteachingassessment,callingforreformofit.Theyfigureou
7、tthatiftheydon’tchangetheirassessmentprocessandmethods,theycannotmeettheneedofthenation’sdevelopment.Variousclassroomassessmentmethodscanpromotereflectiononboththequalityofteachingandthestudents’learningperformanceasameanstodevelopandimprovethemconstantly(seeG
8、enesee&Upshur,2001:5).Ithasbeenyearssinceexamswereregardedastheonlywayofassessingstudents’knowledgeofEnglish.Nowadays,theEFLteachingandlearninghasshiftedfromthestructuralteachingap
