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：“在大学英语教学评价是一个关键组成部分。全面，客观，科学，准确的评价体系是至关重要的成就coursegoals的。评价学生的学习由形成评估和summativeassessment。它包括学生自我评估，同行评估，评估conductedby教师和学校管理人员。形成性评价等形式保持记录学生的课堂活动和网上自我主义的学习资料外，面试和满足“语言学习是一个复杂的认知活动。一个不可分割的组成部分，大学英语，高等教育，是一个必要的基本当然本科生。贸易andexchanges国家之间增加，它正在成为越来越重要的了解“新新人类”语言是什么含义，在许多国家，如面对面的英语口语，电话，inbusiness会议，讲座，等等。有一个很好的倾听能力已成为现代人的生活anecessity。，听力是一个功能强大的工具，在日常生活中的意义及有效通信。
听力作为一个基本组成部分，大学英语教学和学习需要要controlledand的实践来获得高水平的成就。多年的英语学习后，manystudents仍然抱怨听的是最困难的技能之一，收购之间fourskills（听力，写作，口语，阅读）。大多数非英语majorundergraduates的声称缺乏听力水平，防止他们都在谈论，与时俱进与扬声器speed.In的听从understandingwhat扬声器，要求分为三个层次：基本型，的中间andadvanced要求。中间需求刚刚从大学英语教学CurriculumRequirements报价：“学生一般应能够按照英语讲座和演讲，对熟悉的话题讲的速度大约150至180 WPM understandlonger英语广播和电视节目，抓主思路，重点及相关细节。他们应该能够了解“新新人类”语言是什么含义，由大，在他们的专业领域的英语授课的课程，，[2]齐默尔曼[3]认为，自我效能感是一个重要个体因素whichinfluences，学生的动机，活动的选择，水平努力，坚持，情绪，andfurthermore学生成绩。因此，重要的是对学生的学习成果，形成性评价和自我效能内形成评估framework.Studies的独立贡献，以第二语言习得来分析的效果ofself效能，例如，许多研究人员研究是否formativeassessment作出了有力的贡献学习收获⑷，但他们很少一起beenconsidered网域中的形成性评价。
Listening as a basic part of college English teaching and learning needs to be controlledand practiced to gain high level of achievement. After learning English for many years, manystudents still complain listening is one of the most difficult skills to acquire among the fourskills (listening, writing, speaking, and reading). Most of the non-English majorundergraduates claim that lack of listening proficiency prevents them from understandingwhat speakers are talking about and keeping pace with speakers' speed.In terms of listening，requirements are divided into three levels: basic, intermediate andadvanced requirements. The intermediate requirements are just quoted from CurriculumRequirements for College English Teaching:“Students should generally be able to follow talks and lectures in English, to understandlonger English radio and TV programs on familiar topics spoken at a speed of around 150 to180 wpm, grasping the main ideas, key points and relevant details. They should be able tounderstand, by and large, courses in their areas of specialty taught in English.，，[2]Zimmerman [3] suggested that self-efficacy is an important individual factor whichinfluences students' motivation, choice of activities, level of effort, persistence, emotions, andfurthermore students' achievements. Therefore, it is important to analyze the effect ofself-efficacy on students' achievements within formative assessment framework.Studies on formative assessment and self-efficacy have independently contributed to thesecond language acquisition; for instance, many researchers studied on whether formativeassessment made a strong contribution to learning gains ⑷，but they have rarely beenconsidered together in the domain of formative assessment.

Chapter Two literature review文献综述

In this section, a brief literature review on formative assessment, listeningcomprehension and listening self-efficacy will be presented. The purpose of this part is tomake a brief introduction of concerned theories so as to help get theoretical knowledge andthen lay a good foundation for further discussions.在本节中，一个简短的文献回顾形成性评估，的listeningcomprehension听自我效能将提交。这部分的目的是做出一个简要的介绍，以帮助有关理论打下了良好的基础理论知识，然后进一步讨论。

2.1 Formative Assessment
The roots and history of formative assessment, current conceptions of formativeassessment and previous studies on it will be demonstrated in this section in order to get adeep and detailed knowledge of formative assessme本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。