Chapter One Introduction
1-1 Background of the Study
As an important part in the language teaching and learning process, Assessment plays acritical role in evaluating students' language competence. Scientific and systematicAssessment will provide positive feedback for teachers to improve their teaching skills andtechnique, and give useful information about the language learning to help students makebetter in their language acquisition with high efficiency. Over the past decades，英语论文网站，it is obviousthat most of the studies on students' assessment have focused on the role of standardized testsin the Education process.[i] In the recent years, however, an increasing numbers of approachesand methods about the assessment on students* performance have been introduced or havegained the great attention in the field of language teaching and learning process. According toLeung and Mohan[2]，teaching evaluation includes not only the summative assessment whichfocuses on the results of standardized tests at the end of one teaching period, but also theformative assessment which pays more attention to the learning purpose and process duringthe whole language learning period. Summative assessment is one of the more importantapproaches in teaching evaluation, but it is "less well-suited to provide individual diagnosticinformation about students, to yield effective remediation recommendations, to identifyspecific areas for individualizing instruction, and so on."⑶ While the formative assessmentmakes up for the deficiency by offering a variety of approaches and methods to help teachersto gain continuous feedback to make a proper adjustment in their teaching skills and methodsfor the improvement of the students' learning strategies.在语言教学和学习过程的重要组成部分，评估批判性地评估学生的语言能力的影响。科学和systematicassessment会为教师提供积极的反馈，以提高他们的教学技能andtechnique，对于语言学习帮助学生在他们的语言收购高效率makebetter提供有用的信息。在过去的几十年里，它是对学生的评价的大多数探讨都集中在教育过程标准化testsin影响[I]在最近的几年，然而，英语论文范文，越来越多的对学生的评估的approachesand措施* obviousthat性能已引进或havegained的语言教学和学习过程中在该领域的高度重视。据toLeung和磨憨[2]，教学评价包括标准化考试的结果不仅终结性评价whichfocuses一个教学周期的结束，但也是theformative的评估更注重学习的目的和过程duringthe整体语言学习期间。总结性评估是一个更importantapproaches教学评价，但它是“不太适合，提供个别学生diagnosticinformation约，得到有效整治建议，个性化教学identifyspecific地区，等等。”⑶形成assessmentmakes为提供多种方式和措施，以帮助teachersto获得持续的反馈作出适当调整自己的教学技能和methodsfor改善学生的学习策略的不足。
教学评价的概念首次引入由Fredefich泰勒[4]准则booknamed在其中笔者强调purposeof的的标准化考试的科学管理，是获得了解学生改善语言learningprocess中的。然而，终结性评价个世纪60年代到20世纪70年代仍然是主要的评价措施，形成性评价刚刚来到第二。在20世纪80年代，manyresearchers改变他们的焦点形成的的评估andsummative评估之间的异同^“20世纪90年代以来形成的作用的探讨，语言教学上的转变带来了焦点。威尔[6]提出了建议，以teachersto进行形成性评价在教学过程中以控制全班andstudents的学习活动;巴克曼和帕尔默[7]的探讨从测试的角度toemphasize指导学生形成性评价的重要性“学习，adjustingteaching技能和提高教学材料，而终结性评价onlyprovide分数给学生，缺乏必要的指导，语言教学; Harlen詹姆斯[8]把重点放在了解学生currentcompetence和学习目标之间的差距。
The concept of teaching evaluation was first introduced by Fredefich Taylor[4] in the booknamed The Principles of Scientific Management, in which the author emphasized the purposeof standardized tests was to get to know the students' improvement in the language learningprocess. However, the summative assessment was still the main evaluation method in the1960s to the 1970s，and the formative assessment just came second. In the 1980s, manyresearchers changed their focus to the differences between the formative assessment andsummative assessments^' since the 1990s, the shift had brought the focus onto the studies of the influence of the formative on the language teaching. Weir[6] gave sugges
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