Empirical Study on Classroom-based Formative Assessment of College English Instruction

Two hundred and seven non-English majors were chosen to take part in a 32-week experiment in college English instruction to study the effects of classroom-based formative assessment on student learning performance and teacher instruction performance. The assessment model involving student self-assessment, collaborative assessment and teacher assessment was practiced. The results show that achievements of the experimental groups in listening, speaking, reading and writing were positively correlated to the administration of formative assessment; the experimental groups had greater improvement in their final achievements than the control. It follows that formative assessment is a more effective evaluating method than summative assessment.