形成性评价在大学英语写作课上的应用分析.pdfVIP

Abstract In overalllevelof is China,the non—Englishmajors’Englishwritingproficiency howto thissituationhasbeen ameliorate verylow(YaoCheng，2005)，SO and thelate20th teachersresearchers．Until language century,most perplexing havebeen howto fromthe researchersexploringpromoteEnglishwritingproficiency of and the perspectiveteachingparadigmslearningstrategies．Mostrecently,witll adventofalternative for the assessment，assessment can to extensiveevidencethatformativeassessment how explore promotelearning，to the ofassessment of fromthe becomes quality teaching improve writing perspective the thefocusof artention． The withStriven’SworktitledThe offormativeassessment study begins evaluationin1967．Itisalsocalledclassroomassessmentor methodologyof assessmentfor studieshaveshownfirmevidencethat now,many learning．Till attentiontoformativeassessmentCanleadto achievement significant gains，especially forlow-achievers．Therearealsosome claimnlatthe studies,which implementation