The Study Of Formative Assessment In The EFL Classroom

The focus of this thesis is on the implementation of formative assessment in the EFL classroom. In the language testing literature, formative assessment is usually contrasted with summative assessment on the grounds that the former is intended to feed back into the teaching and learning process while the latter reports on the outcomes of learning (Bachman, 1990:60-61). Summative assessment focusing on the product of language learning is an assessment which looks backward. It is the assessment of learning. Formative assessment focusing on the process of language learning is an assessment which looks forward and emphasizes development. It is the assessment for learning. With the implementation of the new English Curriculum Standard, formative assessment has been introduced to English education in line with a new emphasis on humanistic nature of education for the sustainable development of the learner, which is one of the essential concepts of the curriculum reform of basic education in China. Formative assessment presents a more balanced and accurate description of the learner's abilities, progress, and achievement. However, in the current domestic educational and examination systems, formative assessment has not been conceptually recognized and accepted by most English teachers and there are no effective and practical formative assessment models in the EFL classroom setting. The present paper explores and discusses the implementation of formative assessment from the theoretical to the practical level of the EFL classroom. It begins with a general introduction of the research background andthe theoretical foundations of formative assessment and points out the necessity and significance of adopting formative assessment to improve student learning in English education. The thesis also introduces the terms, concepts, characteristics, principles, procedure, tools and techniques of formative assessment. In a case study, the author explores the use of student writing portfolios in the EFL composition classes. Despite its problems and limitations, formative assessment has been the mainstream of educational assessment. The thesis concludes that formative assessment is relatively new to educational researchers and EFL teachers in China and needs more study, more research, and more practice before it can be conceptually recognized and accepted and practically integrated into teaching and learning with other factors in English education for the benefit of language learners.