The Impact Of Process Assessment On College English Learners

Formative assessment,via College English Curriculum Requirement(CECR)(Chinese Ministry of Education [CMoE],2007),has been implemented in the area of Chinese College English education for over a decade.This move has terminated a period when large-scale standardized testing dominates College English assessment system and the EFL area in China at large as a sole and only means of assessment.The decade also saw formative assessment contextualised as “process assessment” in many local contexts within the country,and exert its influence onto College English classrooms and College English education overall.This paper focuses on the impact of process assessment on Chinese College English learners and their EFL learning.Specifically,this study is to address the following four questions:1)If College students know about process assessment and how do they understand it?2)If process assessment has affected Chinese College English learners' approach to EFL learning?3)If process assessment has affected College English learners' learning outcome?4)What factors have enhanced and/or hindered the impact of process assessment on College English learners' EFL learning?This study reports a research in a Chinese comprehensive university which situated in an undeveloped Midwest province,and process assessment takes 20% in its assessment system.Data were mainly collected from 600 questionnaires,562 were returned and 528 of them without significant missing values,then they were analyzed with the help of SPSS 24.0.The methods used are Descriptive statistics,Crosstabulation and Ordinal Multinomial Logistic Regression Model.The results show that: No more than 40% sampled students have a clear understanding of process assessment in their school,participants seem perceive process assessment more from a formative view(about 65%)than a summative one(about 33%).Process assessment has impact on students' English learning approach,yet to a limited degree(around30%).Besides,about 45% of the participants views its impact on learning outcome as positive.And the impact of process assessment on College English learners and their English learning is decided by students' gender,major,grade,and their English proficiency level.