Application Of Formative Assessment To The English Academic Thesis Writing For Non-English Doctorial Postgraduates

This thesis researches the application of formative assessment to the English academic thesis writing for non-English doctorial postgraduates(hereinafter EATW) in two experiments,and the contrast of different effects on the teaching and learning of the curriculum by different feedback,in order to investigate which kind of feedback can take better effect on its teaching and learning.The research is unique in two aspects.For one thing,formative assessment is first applied to the English academic thesis writing for non-English doctorial postgraduates.For another,it contrasts the effects of formative assessment on EATW in two experiments different in the given feedback.A total of 32 doctorial postgraduates participated in either the control group(CG) or the experimental group(EG),and used the same learning material but different bases of feedback.The data obtained by pre-tests,posttests,feedback,questionnaires,self- and peer assessments,and quantization were analyzed with SPSS and Excel.The results analyses show that formative assessment has positive impact on the teaching and learning of EATW,and feedback given on the basis of the designed criteria takes better and more positive effect in the process of applying formative assessment.Besides,the application of formative assessment accelerates the interaction between teachers and students,and enhances students to communicatively study between each other.These research results are helpful to the study on the application of formative assessment to EATW and provide some reference to the further study on what other fields formative assessment can be applied to.