Building a Sustainable Learning Cycle:The Role of‘the Formative Use of Summative Tests’(FUST)in Promoting Students’Developments

The study employed a descriptive mixed-methods qualitative case study approach.Material and interview-based data were collected from two EFL classes in a private international school in central China.Findings from RQ1 suggest that teacher-made summative tests were largely dependable to the extent that the tests reflect the syllabus-based construct and address students’affective factors.Findings from RQ2 suggest that facilitating factors including in-school continuous professional development(CPD)and teacher collegiality practices may enhance FUST’s prospective role.

A Brief Analysis of the Formative Assessment of College English Learning

Summative assessment has always been the main method of classroom instruction while formative assessment has been badly and chronically neglected in the past. But, there has been much criticism of the validity and reliability of summative assessment from researchers. Presently, modern English teaching highlights the application of formative assessment, which puts great emphasis on the process development, and promotion of students' learning. It also serves as an import-ant part of the current curriculum reform. Therefore, this paper is an attempt to make further researches on formative assessment of EFL students from aspects of theory and practice.

Oxaliplatin Induced Neurotoxicity among Patients with Colorectal Cancer: Documentation in Medical Records—A Pilot Study

Patients with colorectal cancer (CRC) can have chemotherapy with oxaliplatin postoperatively. Oxaliplatin can cause acute and chronic neurotoxicity. It is important to be aware of neurotoxic side effects so they can be documented and action taken at an early stage. The study aimed to identify and explore neurotoxic side effects documented in the medical records of patients with colorectal cancer treated with oxaliplatin-based adjuvant chemotherapy. Data in this study were medical records;presenting documentation about patients treated at the University Hospital in the south of Sweden between 2009 and 2010. A summative content analysis approach was used to explore the neurotoxic side effects. Identification and quantification of the content of medical records were carried out by using a study-specific protocol. “Cold sensitivity” and “tingling in the hands” were the most frequently documented neurotoxicity-related terms in the medical records. This identification was followed by interpretation. Three categories were identified in the interpretive part of the study: acute, chronic, and degree of neurotoxicity. The results show the importance of awareness of neurotoxic side effects so that they can be documented and action taken at an early stage. The documentation could be more reliable if patient-reported structured measurements were used, combined with free descriptions in the medical records. Being able to follow the progression of the symptoms during and after treatment would improve patient’s safety and also quality of life. The protocol that we developed and used in this review of medical records may be helpful to structure the documentation in the electronic system for documentation of neurotoxicity side effects.

A new approach to classroom-based language assessment

If one considers the number of language learners that are worldwide,the number of classroom-based language assessments(CBLAs)that are given each year,and the number of decisions that are made on the basis of these,it is obvious that in terms of sheer numbers,more students are affected by CBLAs per year than by those based on large-scale language assessments.Because of this,it is essential that classroom teachers have the knowledge,skills,and tools to enable them to develop and use CBLAs that they can justify to stakeholders,e.g.,students,parents,and school authorities.In this paper we describe the approach to CBLAs that we have developed.First,we discuss the role of assessment in teaching and learning,the kinds of decisions that classroom teachers need to make,and the different modes of CBLAs.We then describe the process of using CBLAs to help teachers make decisions that will have beneficial consequences.Next,we discuss fairness and accountability in assessment and the process of assessment justification,including an assessment use argument.Finally,we discuss the process of developing CBLAs,using an example of a classroom-based language assessment to illustrate this.

Assessment and Feedback in EFL： Theory and Practice

Aassessments and feedback are two practical aspects that can be encountered at any educational domain. They are intersected in such a way that each of which may not only rely on the other, but also impact its implications as well. For instance, assessment should be accompanied with a real feedback that is suitable to that type of assessment to become constructive to student＇s learning. Not doing so, the purpose of the assessment becomes merely a testing one. It means that the students will be given a grade or mark （numerical judgement） with no more clarifications regarding their strengths or weaknesses. The main goal of this paper is to address assessment from different angles by critically revising the literature and relevant applications of assessment, testing, and feedback delivery to the EFL students. Then, some suggested recommendations from the author will be included as a reflection to the relevant research and literature

Discussion on the Construction of College English Formative Assessment Mode

According to College English Curriculum Requirements and current educational situations, it is necessary and important to construct new college English formative assessment mode. Presenting the comparative analysis of summative assessment and formative assessment, discussing respective definitions and features of summative assessment and formative assessment, this paper attempts to construct the formative assessment mode in college English teaching mode of autonomous learning, and combine formative assessment and summative assessment. It perfectly applies to teaching reform subject of non-English major in three aspects, including background, research basis, research object and research content. This paper comprehensively and systematically investigates and analyzes the cultivating process of college students＇ autonomous learning ability, presents the influence on language learning and teaching as well as the influence on students＇ academic achievements and motivation in formative assessment.

A Learning Management System as an Assessment Tool: A Case of MUELE

Great transformations in technology have affected the education sector in the recent years.The mode of teaching,learning and assessment have been transformed from brick and mortar enabling Several Universities to utilize the Learning Management System to reach out to distance learners.Whereas student centered distance learning requires that students collaborate on their learning tasks and obtain timely feedback;this is not the practice with lecturers at universities.Their practice of using LMS does not meet students’requirements in distance learning because it is not adquently authentic.While distance learners are on the LMS,they should be able to engage with content that stimulates authentic context,authentic activity,expert performance and multiple perspectives.However,the content we see on the LMS that these distance students engage with does not portray authentic context,authentic activity,expert performance and multiple perspectives.This research seeks to answer the following question:How is content designed on MUELE platform?An action research case study was adopted where six course units were observed online and eight participants interviewed,guided by Herrington and Oliver(2000)framework for authentic learning.Data was analyzed and findings revealed that most content was not designed in line with authentic principles especially in theoretical courses which contradicts the framework for authentic learning.In conclusion,authentic learning principles provide effective guidelines for implementing teaching and assessments online.Therefore,the study recommends that;the design of content in all courses should follow the authentic learning principles,such as authentic context,authentic activity,multiple perspectives and expert performances.Lastly,teacher motivation and training on how to assess students in an online environment needs to be encouraged.

How to Get Students to Pass Their Tests in High School Language Teaching

High schools are overwhelmed by tests in China, but it is questioned if the tests are helping students reach mastery or accomplishment. In the writer's opinion there are two types of tests: summative tests and performance tests. The problem in high school testing is that the two types are seriously unbalanced. Summative tests play nearly all the part for the influence of the University Entrance Exam. This paper gives some suggested ideas and practice hoping to balance and improve the situation.

Receptor-like kinases MDS1 and MDS2 promote SUMM2-mediated immunity

Disruption of the MEKK1-MKK1/MKK2-MPK4 kinase cascade leads to activation of immunity mediated by the nucleotide-binding leucine-rich repeat(NLR)immune receptor SUMM2,which monitors the phosphorylation status of CRCK3.Here we report that two receptor-like kinases(RLKs),MDS1,and MDS2,function redundantly to promote SUMM2-mediated immunity.Activation of SUMM2-mediated immunity is dependent on MDS1,and to a less extent on MDS2.MDS1 associates with CRCK3 in planta and can phosphorylate CRCK3 in vitro,suggesting that it may target CRCK3 to positively regulate SUMM2-mediated signaling.Our finding highlights a new defense mechanism where RLKs promote NLR-mediated immunity.