analysis to build formative assessment model for college english teaching（分析构建大学英语教学形成性评价模型）.docVIP

Analysis to build formative assessment model for college English teaching Abstracts: Teaching Evaluation fundamental purpose is to promote the development of educational objects. Majority of current college English assessment model mainly summative scores measure the pros and cons of teaching and learning. Heavy results of this evaluation mode light process, it is difficult to to evaluate the dynamic process of teaching. formative evaluation process carried out in the process of teaching and development evaluation, formation evaluation into college English teaching evaluation system can play a strong backwash effect on teaching and learning. Paper Keywords: formative assessment, summative assessment; College English Teaching Teaching evaluation system is a major part of the college English teaching, has a strong guiding the implementation of the college English teaching and quality monitoring role as an important part of college English teaching, teaching assessment both teachers obtain the instructional feedback information to improve teaching methods, important basis to ensure the quality of the teaching, but also the students understand their own learning, to adjust the learning strategies to improve learning, an effective means to improve learning efficiency. therefore, to establish a comprehensive, objective, scientific and rational evaluation system is vital. Current college English teaching evaluation system exists For a long time, commonly used in the evaluation of college English teaching various standardized tests scheduled in exams and final exams are used to measure the pros and cons of the good or bad of student achievement and teaching effectiveness. These evaluation tools are basically summative assessment, summative evaluation that is the end of the semester or the end of the learning phase. Summative assessment is an important means of inspection and teaching achievements, but not to evaluate the teaching process. Lack of summative p