英语教学中形成性评估.ppt

The connotation of the “formative” concept in this research is significantly different from the commonly held, yet problematic, understanding of “formative assessment.” The significance of re-conceptualizing FA a. the meaning and scope of formative assessment; b. the conflict between FA and SA c. all assessment is formative; d. double-edged sword e. self-regulatory F. assessment as a complex control system and hence a management system. 2. The adoption of the complex system concept has revised the traditional linear relationship among the components in curriculum development. Theory building 3. Viewing assessment as a control system has helped re-define the assessment-learning relationship and clarify the relationships between assessment and other subsystems in learning, highlighting the constructive role of assessment in learning. Theory building The model for assessment embraces the social dimension and the cybernetic dimension by organically using feedback as an instrument to bridge the social agents and the learner. Linking Chinese philosophy to cybernetics by incorporating the Chinese classical Yin-Yang Doctrine and the Doctrine of the Mean in the cybernetic model. The theoretical significance Empirical Contribution The proposed assessment model is used for explaining the relationship between assessment and learning as well as the formative mechanism of assessment. The Empirical significance The different sources of data will increase relevance for readers both at home and abroad for their understanding of the role of assessment in learning in different contexts and how feedback functions as a formative force in learning. Methodology Contributions: the choice of pattern-matching as a method for analysis and the adoption of assessment and feedback as units of analyses Significance Data triangulation Future research Related issues to be further explored Feedback esp. the usability of classroom feedback AfL Its implementation and domestication in China