New Curriculum Context Of The Formative Assessment

This thesis is divided into three parts. Part one is development course of formative evaluation. Formative evaluation was put forward by Scriven. Later,the scope of formative evaluation expanded. Bloom used formative test to evaluate students'knowledge mastery. Performance assessment further expanded to evaluate students'problem-solving, high-level thinking etc. Process evaluation reminded us formative evaluation should pay more attention to students'learning approach. Assessment for learning and process evaluation further enriched formative evaluation, especially they all holded evaluation subject plurality. Assessment for learning advocated self-assessment and peer-assessment. Developmental evaluation made the function of formative evaluation develop. That is evaluation gave full play to the function of promoting students'development. Part two elaborates connotation, traits and function of formative evaluation. Formative evaluation is ,from point of view of teaching and learning, assessments for which teacher and students have the aid of feedback information to improve teaching and learning and to modify teaching activity during the period of teaching, the aim is to promote students'development. Formative evaluation aim at promoting students'development .It emphasizes on the process of learning, employs many evaluation methods, has wide evaluation scope and has a lot of assessors. Its functions lie in improving students'learning, strengthening students'learning ,promoting students'learning approach transformation, cultivating students'learning consciousness of initiative and responsibility. Part three analyses application of formative evaluation evaluation with some examples in some primary schools and middle schools and points out the advantages and disadvantages of these examples.