这个实验总结如下:首先,问卷调查59受试者的分数,比如在阅读情况表明,在这个实验中,17方面的平均分数在问卷是,特别是从增加“阅读兴趣和信心、阅读习惯及阅读策略。作者首先对评价的历史做了相关回顾，然后关系阅读理论，英语毕业论文，论证了在阅读教学中实施增值评价的可能性。在第二章中英语阅读论文,文献回顾评价和阅读系统,建立了本论文的理论基础。这项探讨设计在第三章提出了整个设计过程这个经验实验。
Chapter 1 Introduction引言
In this chapter, a brief introduction of the research background is given and then the significance of thestudy is revealed as well as the arrangement of this dissertation is listed.
1.1 Research Background探讨背景
As we enter a new century, productive and educated citizens will require even stronger literacyabilities (including both reading and writing) in increasingly larger numbers of societal settings. Likewise,the age of technology growth is likely to make greater demands on people’s reading abilities. Within thislarger context, reading in second language setting continues to takes on increasing importance.In china, for many students, reading is by far the most important of the four basic skills in Englishlearning, and no doubt the teaching of which is put at the crucial position of English Class. reading is not apassive , but rather an active, and in fact an interactive, process has been recognized for some time in firstor native language reading (Goodman 1967, cited in Patricia L. Carrell, Joanne & David E. Eskey, 1988).For purpose of the all-round development of communicative language ability and the development ofautonomic learning ability which involve a mass of English reading, English teachers design andimplement various tests to evaluate the level of students’ reading ability. In general, the question types ofmultiple choice and fill in blanks are adopted in the period of junior high school. Students are asked toanswer the questions based on their comprehension of the reading materials. At the end of the reading tests,students are given marks according to the performance in answering the questions involving readingcomprehension. This objective approach to the testing of reading ability is granted to be fair, for everyoneis graded in accordance with the reliable determined criteria which are fixed.Teaching reading is not a stochastic process; likewise, evaluating what we teach should not be left tochance. With the implementation of the New English Curriculum in junior high school in these years,formative evaluation takes the same proportion with summative evaluation in English reading. The purposeof the combination of the two approaches is to help students become more autonomous learners, andbenefit students’ healthy personal development. Formative evaluation aims at providing feedback to student,motivating students, diagnosing students’ strengths and weaknesses and helping students to developself-awareness (Nigel, 2017).
1.2 Research Motivation探讨动机
Educators and teachers have been seeking good approaches to make instruction more appropriate andefficient. Formative evaluation, as an important component in evaluative system, has been carried out andapplied in junior high school for years. Value-added evaluation is one kind of formative evaluation; actually,it is the evolution of the portfolio assessment. Value-added evaluation regards learners as activecollaborators in documenting and monitoring their own progress and in identifying learning goals, and usesthe quantitative and qualitative methods to evaluate the progress, therefore to ，英语论文范文
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