On The Formative Assessment Of EFL Students: From Theory To Practice

Educational evaluation is one of the three major subjects of modern educational science and research. Formative assessment is the mainstream of the present evaluation. It is a kind of qualitative assessment, which can provide both teachers and students useful information for their future development. It aims at improving instruction, promoting development, and providing decision-making information; it has great vitality as it lays emphasis on the "diversity" of forms, contents and methods etc. This paper is an attempt to make further researches on the formative assessment of EFL students from aspects of theory and practice. It first reviews both America and China's achievements in this aspect; and points out the necessity of conducting formative assessment in teaching practice. Then, the paper puts forward a systematic and open-ended design model of formative assessment characterized by "diversity", which covers purposes, contents, agents, forms, time and tools etc. The paper also provides all kinds of samples in the "tool" part for reference. In addition, the paper considers portfolio assessment as an alternative assessment, and feedback as an inalienable element of formative assessment. Finally, the author believes that formative assessment has its inherent weaknesses, but they can be rectified in the course of practice and it has a prosperous future.