A Study On The Effects Of Assessment For Learning On Students' Learner Autonomy In Senior School English Teaching

Assessment for Learning is a new form developed from Formative Assessment in the middle of 1990 s,which aims at promoting students' learning.As a new assessment that puts emphasis on the process,there are few researches about its effectiveness on students' Learner Autonomy.Based on the theory of Assessment for Learning,this paper mainly explores two questions:(1)What is the current implementing situation of Assessment for Learning in senior English teaching?(2)What is the influence of Assessment for Learning on senior high school students' learner autonomy? As students' learner autonomy is regarded as the measurement standard,the paper also explores the current situation of students' learner autonomy.In the paper,questionnaires are utilized to investigate the implementing situation of Assessment for Learning in senior English teaching and the current situation of students' learner autonomy.The results manifest:(1)The implementing situation of Assessment for Learning in senior English teaching is not optimistic.(2)Students' learner autonomy is weak,especially for cognitive strategies and self-regulation.(3)Assessment for Learning can promote students' learner autonomy.According to the research procedure,the paper is divided into five parts.The first part introduces the background of the study and then clarifies the purpose and significance of the study.In the second part,the author reviews the literature relevant to Assessment for Learning and defines some key concepts.At the same time,the procedure and tools of Assessment for Learning are explained in detail.Based on the research questions,the third part do some research on Assessment for Learning by questionnaires and interviews.The fourth part is about the analyses and discussions on the collected data.The fifth part summarizes the major findings,and then the limitation of the study and the recommendation for future research are figured out.