形成性评价在中国之原理、政策及实施——基于英语学科的社会文化视角

Chapter 2 Case Study One: Key University (KU)
2.1 Institutional Level Responses
2.1.1 Profile
2.1.2 Changes to the institutional assessment policy
2.1.3 Discussion
2.2 Teacher Level Responses
2.2.1 Teacher profiles
2.2.2 Teacher perceptions
2.2.3 Teacher understandings of the policy change
2.2.4 Assessment practices and procedures as enacted by the teachers
2.2.5 Discussion
2.3 Student Level Responses
2.3.1 Student Profiles
2.3.2 Student perceptions
2.3.3 Assessment practices and procedures as experienced by the students
2.3.4 Student responsive behaviours
2.4 Summary
Chapter 3 Case Study Two: Non-Key University (NKU)
3.1 Institutional Level Responses
3.1.1 Profile
3.1.2 Changes to the institutional assessment policy
3.1.3 Discussion
3.2 Teacher Level Responses
3.2.1 Teacher profiles
3.2.2 Teacher perceptions
3.2.3 Teacher understandings of the policy change
3，2.4 Assessment practices and procedures as enacted by the teachers
3.2.5 Discussion
3.3 Student Level Responses
3.3.1 Student profiles
3.3.2 Student perceptions
3.3.3 College English assessmenf as experienced by the students
3.3.4 Student responsive behaviours
3.3.5 Discussion
3.4 Summary
Chapter 4 Cross-case Analysis
4.1 Institutional Approaches to the Policy Change
4.1.1 Interpreting formative assessment
4.1.2 Weightings for process assessment
4.1.3 Flexibility allowed to teachers
4.1.4 The positioning of CET4 at the institutional level
4.2 Teachers' Understandings of the Assessment Policy Change
4.2.1 Awareness of the formative assessment initiative
4.2.2 Awareness of the changed status of CET4
4.2.3 Training and professional knowledge
4.2.4 Understanding formative assessment
4.2.5 The role of CET4
4.3 Teachers' Assessment Practices
4.3.1 Alignment of process assessment practice to the institutional polio
4.3.2 Assessment for formative purposes
4.3.3 Engagement with CET4
4.4 Students' Understandings of the Assessment Change
4.4.1 Awareness of the incorporation of process assessment
4.4.2 Awareness of the changed status of CET4
4.4.3 Understanding of process assessment
4.4.4 The roles of CET4
4.5 Students' Responses to the Assessment Change
4.5.1 Experience of process assessment
4.5.2 Formative assessment
4.5.3 Responses to CET4
4.6 Discussion
4.7 Summary
Chapter 5 From the Situated Community of Practice
5.1 Communities of Practice
5.2 Negotiated Meaning of Process Assessment
5.3 Factors Mediathing Teacchers' Negotiation of Meaning
5.3.1 Process assessment policy
5.3.2 Professional training in assessment
5.3.3 Teacher' prior experience
5.3.4 A demand for objectivity in assessment practices
5.3.5 Teacher/student relationship
5.4 Factors Mediating Students' Negotiation of Meaning
5.4.1 Students' prior experience
5.4.2 Focus on summative outcomes
5.4.3 Uses and Consequences
5.4.4 Developing a new identity as learners
5.5 Conclusion
Chapter 6 Implications
6.1 National level policy
6.1.1 Policy representation
6.1.2 Training
6.2 Institutional level policy
6.2.1 Policy delivery
6.2.2 Policy implementation
6.3 Teachers and teaching practices
6.3.1 Professional learning
6.3.2 Constructive feedback that aims for improvement
6.3.3 Transparent criteria
6.3.4 Involving students in assessment
6.4 Students and English Language Learning (ELL) Practice
6.4.1 Focus on EFL rather than assessment
6.4.2 An active role in assessment
6.4.3 Perceiving teacher as guide and scaffolder
References
Appendices
Appendix A Senior Administrator Interview Schedule
Appendix B Teacher Interview Schedule
Appendix C Student Interview Schedule
Appendix D Classroom Observation Schedule
Appendix E KU Teachers' Assessment Procedures
Appendix F KU-T1's Record Sheet
Appendix G NKU Teachers' Assessment Procedures
Appendix H NKU-T2's Record Sheet