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Chapter Two Literature Review

2.1 Formative Assessment
2.1.1 Deflnition of Formative Assessment
Formative assessment is also called classroom evaluation, classroom-based evaluation,classroom assessment, etc. Although there are several different terms，they mean exactly thesame thing. "Assessment for learning" has also become popular to differ from "assessment oflearning" in summative assessment. The term "formative" along with "summative" is firstintroduced by Scriven in his article “The Methodology of Evaluation" in 1967. Then the term“formative assessment" has been widely used ever since.Formative assessment refers to the structured evaluation which is provided during thecourse of teaching so as to make improvements during the process of learning and teaching. Itis different from summative assessment, which is provided at the end of a course andemphasizes the result of students' study. Rober Stake defined the difference like this: “Whenthe cook tastes the soup, that's formative assessment; when the guest tastes it, that's summativeassessment." Until now, many kinds of studies have been conducted on different aspects offormative assessment both at home and abroad.
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2.2 Theories Related to Formative Assessment

2.2.1 Humanism Theory
Humanism led to an innovation in the field of psychology in 1960s. Humanism psychology examines how physical, intellectual, emotional and interpersonal factors interact toinfluence people's learning and motivation. It focuses on individuals' perception, response tointernal needs, and the drive for “self-actualization”，or becoming all that one can be[40]. Thatis, humanism psychology focuses more on people's thoughts, feeling, emotion and attituderather than the simple transmission of knowledge.Humanistic approaches emphasize the importance of the inner world of the learner andplace the individual's thoughts, feelings and emotions at the forefront of all humandevelopment. Humanistic teaching is students-centered, which means taking students asindividuals, respecting their differences, and trying to help them in their personal，social,emotional and academic lives [42] Humanistic teaching refers to treating disadvantagedstudents with respect, creativity and skill which means educating the whole child .
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Chapter Three Methodology.......... 19
3.1Research Design ..........19
3.2Research Questions..........19
3.2Instniments..........20
3.4 Subject Description.......... 22
3.5 Procedure ..........23
3.5.1 Questionnaire 1 and Pre-testing.......... 23
Chapter Four Results and Discussion.......... 30
4.1 Analysis Methods ..........30
4.2 Results and Discussions ..........30
4.2.1 Results of Questionnaires.......... 31
4.2.2 Results of the Tests.......... 34
4.2.3 Correlations ..........39
4.2.4 Results of Interviews.......... 41
4.3 Discussions ..........42
4.3.1 Facilitating Students' Reading Ability.......... 42
4.3.2 Improve Students' Attitude and Habits in Reading.......... 43
4.3.3 Correlation between Students'Attitude and Habits..........44
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