The Application of Formative Assessment in Interactive Comprehensive English Classroom Teaching

Teaching evaluation is an important part of the teaching process of college English courses,and effective formative assessment can reflect the entire teaching process from multiple perspectives and ensure the smooth achievement of teaching objectives.Formative assessment is an assessment that runs through the entire learning process,based on humanism and constructivism,with various forms of evaluation.

Behavior analysis and formative assessments in online oral medicine education during the COVID-19 pandemic

BACKGROUND During the coronavirus disease 2019(COVID-19)pandemic,traditional teaching methods were disrupted and online teaching became a new topic in education reform and informatization.In this context,it is important to investigate the necessity and effectiveness of online teaching methods for medical students.This study explored stomatology education in China to evaluate the development and challenges facing the field using massive open online courses(MOOCs)for oral medicine education during the pandemic.AIM To investigate the current situation and challenges facing stomatology education in China,and to assess the necessity and effectiveness of online teaching methods among medical students.METHODS Online courses were developed and offered on personal computers and mobile terminals.Behavioral analysis and formative assessments were conducted to evaluate the learning status of students.RESULTS The results showed that most learners had already completed MOOCs and achieved better results.Course behavior analysis and student surveys indicated that students enjoyed the learning experience.However,the development of oral MOOCs during the COVID-19 pandemic faced significant challenges.CONCLUSION This study provides insights into the potential of using MOOCs to support online professional learning and future teaching innovation,but emphasizes the need for careful design and positive feedback to ensure their success.

On Formative Assessment in College English Teaching

Teaching assessment plays a very important part in college English teaching, and effective formative assessment can encourage students＇ learner autonomy, improve their ability, and stimulate their creativity as well. Based on the foreign and domestic studies, this paper first reviews the definition and types of assessment, and then analyses the factors which influence the application of formative assessment in the process of college English teaching.

The application of formative assessment in college oral English teaching

Teaching assessment is one of the most important components of college English teaching. The traditional assessment system over emphasizes the summative assessment, which used examinations as the main assessment method. Formative assessment focuses on the process assessment during the practice of teaching. It is integrated in the teaching and learning process and cannot be separated as evaluation. The formative assessment aims to confirm the students＇ potential, develop their ability in study and strengthen the students＇ confidence and the spirit of cooperation. It is also a method intended to generate feedback on performance to improve and accelerate teaching and learning effectively. Based on some theories, this paper states the importance of the application of formative assessment in college oral English teaching. It also introduces some principles and measures to apply this assessment. The reasonable and effective application can promote college oral English teaching.

Formative assessment of language learning strategies

This article attempts to integrate language learning strategies into the theory and practice of formative assessment. It is argued that learners’ current language problems might have been a result of their strategic learning problems. As such, diagnosing the potential problems in language learning strategies and providing support in strategic learning(the ‘how’ of learning) will not only help locate the possible causes of language deficiencies but also help learners close the linguistic gap(the ‘what’ of learning). The article also illustrates how language learning strategies can be assessed formatively. Next, two implementation issues, the teacher’s pedagogical content knowledge and student engagement after assessment feedback, are highlighted for discussion.

Current investigation and analysis of formative assessment in college oral English teaching

This article investigates and analyzes the current circumstances of formative assessment in college oral English teaching. The result shows： （1） students still have some difficulties in the process of oral English formative assessment; （2） students are not accessible to abundant formative assessment approaches; （3） teachers play an unsatisfactory role in the process of oral English formative assessment. Finally, this article offers some advice on figuring out the problems above.

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.

Application of Formative Assessment to Improve Art Students’Oral Eng lish Performance

This paper focuses on the advantages of formative assessment and explores a better application of it in English class to facilitate art students’learning and further improve their oral English performance.

The Construction of Formative Assessment Mode in Ethnic Minority Classes in Universities

From analyzing the current situations of formative assessment of ethnic minority students＇ college English in China and abroad, this paper gives the specific problems, the significance, and the research values of constructing the research. It tries to construct the formative assessment mode of ethnic minority class＇s college English on the basis of multimedia teaching, systematically and comprehensively investigates and analyzes the formative assessment＇s impacts upon the fostering of ethnic minority students＇ autonomous learning abilities, the impacts upon language learning and teaching, and the impacts upon the ethnic minority students＇ academic achievements and learning motives. The aim of this paper is to comprehensively enhance ethnic minority students＇ college English teaching qualities and the system of tests and assessments. The project based on relative theories and principals like language acquisition theory, humanism theory, constructivism theory, formative assessment, and summative assessment. According to the distinctiveness of ethnic minority college English teaching in science and technology, we are trying to construct the formative assessment system of ethnic minority college English teaching on the basis of multi-media network teaching mode. We comprehensively and systematically investigate and analyze the construction of the formative assessments＇ impact upon the cultivation of ethnic minority students＇ autonomous learning abilities, the impact upon language learning and teaching, the impact upon students＇ academic achievements, oral scores, and students＇ learning motivations.

A study on the effects of formative assessment on College English teaching

Educational assessment as an important criterion to measure students＇ academic achievement has aroused much attention among English teachers and researchers, especially formative assessment due to its feedback in the course of language teaching. This paper conducts an empirical research to investigate the current situation of using formative assessment in College English teaching and its effects on College English teaching via questionnaires and interviews. The subjects of this research are 35 College English teachers and 5 classes of non-English majors in Harbin Engineering University. This paper finds that the use of formative assessment intensifies students＇ interests and develops their learning autonomy as well. Meanwhile, it provides timely feedback to teachers and modifies teachers＇ teaching strategies, which makes College English teaching more effective.

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.

Formative Assessment System of WeChat-aided Business English Class

The emergence of micro-social platform provides the necessary environment and technical support for individualized mobile learning.Individualized mobile learning based on WeChat improves the efficiency of Business English teaching and learning.Formative assessment applies to tracking,monitoring,and assessing students’web-based self-learning process in Business English study in Zhejiang Yuexiu University of Foreign Languages.The assessment results are used to guide students’learning effort,so as to promote their autonomous learning ability,and thus make the assessment process and the teaching process an integrated whole.A formative assessment system for business English study is then established based on the research results.

Application of Diagnostic and Formative Assessment in College English Teaching

This report attempts to look into assessment in higher education in the UK and in Chi- na.The focus of analysis is comparison of the current state of diagnostic and formative assess- ment in the UK and in China.Also the report discusses how diagnostic and formative assessment policy or practice in the UK can be applied to China in English teaching in higher education.Fi- nally,a plan of action for 12 months about the application of diagnostic and formative assessment in College English teaching is made.

Challenging the Implementation of Formative Assessment in Chinese Higher Education

Being increasingly implemented in China’s higher educational context,formative assessment becomes emphasized in many policy initiatives.Formative assessment in China educationally borrows many key principles from Western contexts which may cause the challenges in the implementation of formative assessment in Chinese higher education from three aspects:sociocultural context,teachers’knowledge,understanding and practices of formative assessment,and students’involvements.To meet these challenges,some possible suggestions are given which may help further study on this issue.

Researching Classroom-Based Assessment for Formative Purposes

This article aims to help teacher-researchers engage in empirical research on classroom-based assessment for formative purposes. We will first introduce the key features of classroom-based formative assessment(CBFA), and analyze the research questions asked in round-one projects funded by the Fund for Assessment Research(FAR) in Foreign Language Education in China. Next, we will illustrate how some research questions can be answered by analyzing a video-taped lesson from a round-one FAR project. We conclude by calling for more teacher-led research and argue that research on CBFA by teachers will not only produce valid interpretations and applicable findings, but also constitute a viable model for teacher professional development.

Localized Representation of Formative Assessment in China:A Regional Study from a Sociocultural Perspective

Formative assessment originated and developed in a Western context.With its function of learning improvement being evidenced in research,formative assessment has been adopted in assessment initiatives in multiple contexts including that of China.Research,however,reveals that formative assessment as implemented in Chinese contexts is by no means equivalent to what is understood and implemented in the West;rather,in many cases,it is decontextualised and recontextualised,or culturally appropriated.This paper presents findings of a study which examined the culturally appropriated representation of formative assessment within eight universities in a mid-western province of China.Senior administrators in each university were interviewed face-to-face and individually to fulfill three purposes:(1)To clarify understandings of formative assessment in the area of college English education;(2)To explore the existing gap between formative assessment principles and their representation in College English Curriculum Requirements(CECR),and the gap between formative assessment initiatives at the national level and local contexts;and(3)To distill implications for policy-borrowing and effective implementation in the Chinese context.

An Investigation on Chinese Elementary and Secondary School English Teachers' Perceptions on AWE as Formative Assessment Tools

The research is designed to examine current teaching practices and perceptions of elementary and secondary school language teachers so as to inform the design of a large-scale project on AWE （Automated Writing Evaluation） application in the Chinese classroom. The data indicated that teachers were confident in their computer use and understood formative assessment notions and their role in technology-enhanced teaching and learning. However, concerns were raised on the writing rubrics interpretation, the pedagogy on integrating AWE into teaching, and the suitability of the whole English software to Chinese learners. Solutions and suggestions were discussed. Sample lesson plans, pedagogy training and technical support were considered necessary for the participating teachers.

A Bibliometric Analysis of the Research on the Web-based Formative Assessment in College English Writing Teaching in China from 2000 to 2009

This paper makes an overview of the studies on web-based formative assessment in college English writing teaching in China from 2000 to 2009 on the basis of relevant papers published in 10 important Chinese journals of English language teaching. It analyzes the achievements and weaknesses of the research so far based on which to provide some implications for future development,

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.

Student Peer Assessment

This paper mainly focuses on advantages and challenges of student peer assessment,which is an effective approach for students to increase the confidence and curriculum engagement as well as formative assessment.