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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-05-06编辑:lgg点击率:2906
论文字数:34620论文编号:org201405061302016814语种:英语 English地区:中国价格:$ 66
摘要:Assessment contributes to learning process and outcomes. A suitable assessmentcould have positive impact on college students’ English listening learning, vice versa.So far, the college English assessment contains summative tests and ordinary classroomassessments which include daily quizzes, attendance and participation.
Chapter 2 Literature review
2.1 Self-assessment
“Assessment” has been originated in about 1930s, and was used in education areaby the famous educator Tyler at first. The assessment of college learning evolvedthrough four eras (Mathison, 2005:274; Shavelson, 2007): (1) the origin of standardizedtests of learning: 1900–1933. The representative figure is Thorndike who tests studentsfollowing the principle of “all or parts of several objective tests in mathematics, Englishand physics”; (2) the assessment of interpreting education: 1933–47. In this era, the aimof educational assessment is to construct response and objective tests which focused onanalysis, interpretation, and synthesis. The representative figure Tyler (1450) definedevaluation as “a systematic process of determining the extent to which educationalobjectives are achieved by learners”. In this era, educational assessments were designedfor collecting and interpreting the evidence about students’ progress and achievements;(3) the rise of test providers: 1948–78. Beeby described evaluation as “the systematiccollection and interpretation of evidence leading as a part of process to a judgment ofvalue with a view to action”. Thus, evaluation involves not only gathering andinterpreting information about how well an educational program succeed in reaching itsgoals but judgments about the goals themselves, i.e., it involves questions about howwell a program is helping to meet larger educational goals.
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2.2 Listening comprehension
In language learning, listening skill plays a vital role. Human brain works in aspecific regular, the outputs must depend on a large amount of inputs. Scientifically,human’s memory is better at remembering voices and images than letters or symbols,because voices and images are more vivid to be remembered easily. Therefore, listeningis the base of learning, also the root of wisdom. Listening comprehension is a very complex process, which is used to decode andunderstand the incoming information, that conveyed by speakers. Many scholarsthought that listening should not be regarded as a passive process of receiving sound, orfocused merely on listening outcomes. The process of listening comprehension is thepart which researchers ought to pay more attention.
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Chapter 3 Methodology.........39
3.1 Research questions.....39
3.2 Participants..........39
3.3 Instruments..........40
3.3.1 Listening proficiency tests .........40
3.3.2 Questionnaires ......40
3.3.3 Interview ........43
3.4 Data collection and analysis ....44
3.5 Experiment Process....44
Chapter 4 Results and Discussion ......60
4.1 Quantitative results and discussions ......60
4.2 Qualitative results and discussions ........76
4.2.1 Interview ........77
4.2.2 Listening self-assessment checklist .........81
Chapter 5 Conclusion .....82
5.1 Major findings.....82
5.2 Implications of the research.....84
5.3 Limitations of the research ......87
5.4 Further suggestions on self-assessment research........87
Chapter 4 Results and Discussion
4.1 Quantitative results and discussions
To investigate the effects of self-assessment on listening proficiency, we shouldknow its effects on listening strategy 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。