英语论文网

as follows:The application of formative assessment in college English class can exert a significantimpact on non-English majors' listening proficiency. Based on the results of the experiment,students' listening proficiency is enhanced with the practice of formative assessment.Self-assessment, peer-assessment, and interviews also reflect the participants from the EChave made progress in the process of experiment. What's interesting，the impact of formativeassessment on high-achievers is not that significant but it is significant on low-achievers,which reconfirms the universally accepted research result: the new emphasis on formativeassessment is of particular significance to the disadvantaged learners.
As far as listening self-efficacy is concerned, the study shows that formative assessmentapplied in college English class has positive impact on students' listening self-efficacy beliefs，especially significant for these special groups of high-achievers and low-achievers.It is further found that in the context of formative assessment, students' listeningproficiency is positively correlated to listening self-efficacy beliefs. That is to say, for onething, higher self-efficacious students have better listening achievements, while lowerself-efficacious students have less-achieved listening proficiency; for another, higherproficient students usually have higher self-efficacy beliefs, whereas lower proficient studentshave relatively lower self-efficacy beliefs.

Bibliography
[1] Stiggins, Rick. From Formative Assessment www.51lunwen.org/dxyylw/ to Assessment for Learning: A Path toSuccess in Standards-Based Schools [J]. Phi Delta Kappan,Vol_ 87, No.04，December.
[2]教育部高等教育司.大学英语课程教学要求(试行)[M].上海：上海外语教育出版社，2007.
[3] Zimmerman, B. J. Becoming a self-regulated learner: An overview [J].Theory inPractice, 2002.
[4] Black, P.J., and William, D. Assessment and classroom learning [J] .Assessment inEducation, 1998a，5(1):7-7.
[5] Maqsud,M & Pillai, C. M. Effect of self-scoring on subsequent performances inacademic achievement tests [J]. Educational Research. 1991(33): 151-154.
[6] Scriven, M. The methodology of evaluation. In R. W. Tyler, R. M. Gagne, & M. Scriven(Eds.), Perspectives on curriculum evaluation (pp.39—83) [M]. Chicago: Rand McNally,1967.
[7] Bloom，B. S., Hastings, J. T.，& Madaus, G. F. (Eds.). Handbook of formative andsummative evaluation of student learning. New York: McGraw-Hill, 1971.
[8] Cizek, G. J. Learning, achievement, and assessment: Constructs at a crossroads. In G. D.Phye (Ed.), Handbook of classroom assessment [M]. San Diego, CA: Academic,1997:1-32.
[9] Sadler, D. R. Formative assessment and the design of instructional system. InstructionalScience, 1989, 18(2).
[10] Gipps. C. Beyond testing: Toward a theory of educational assessment [M]. London:The Faimer Press, 1994.

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。