A Study of Formative Assessment in Fostering College Students’ Motivation on English Learning

Bin Quan; Hui Yun Suo; Li Meng Yan

doi:10.4028/www.scientific.net/AMR.1044-1045.1688

Paper Titles

The Exploration of the Adult Higher Education’s Location in the Ordinary Colleges and Universities
p.1672

The Informatization Teaching Design of "Design and Applications of Combinational Logic Circuits"
p.1676

The New Era College Education Reform and Development Trend of Exploration
p.1680

College Football - Construction of Self-Protection Methods to Luoyang Normal University Athletic Training Students as an Example
p.1684

A Study of Formative Assessment in Fostering College Students’ Motivation on English Learning
p.1688

Computer Simulation of Kinetics Relationship between Gymnast and Mat
p.1693

Combined with the Characteristics of Materials Engineering Students Environmental Awareness
p.1697

On Sanda "Time Difference" and the Use of Training Methods
p.1701

The Exploration of Guangxi Traditional Ethnic Minority Sports Meeting in View of Industrialization
p.1705

HomeAdvanced Materials ResearchAdvanced Materials Research Vols. 1044-1045A Study of Formative Assessment in Fostering...

A Study of Formative Assessment in Fostering College Students’ Motivation on English Learning

Abstract:

Formative assessment emerged under humanism and constructivist theory of learning is being accepted and used in English teaching. Lots of research focuses on general influence of formative assessment on English teaching. There is little special research concentrated on influence on influence of formative assessment on motivation. This thesis intends to study the influence of formative assessment on motivation and further explores the different influence of formative assessment on extrinsic motivation and intrinsic motivation. The results of this study show that using formative assessment is more effective to foster college students’ motivation on English learning, especially has stronger effect on extrinsic motivation but less than on intrinsic motivation during an academic year. As a result of motivation strengthened, English achievement is improved.

You might also be interested in these eBooks

View Preview

Info:

Periodical:

Advanced Materials Research (Volumes 1044-1045)

Pages:

1688-1692

DOI:

https://doi.org/10.4028/www.scientific.net/AMR.1044-1045.1688

Citation:

Cite this paper

Online since:

October 2014

Authors:

Bin Quan, Hui Yun Suo, Li Meng Yan

Keywords:

English Learning, Formative Assessment, Motivation, Summative Assessment

Export:

RIS, BibTeX

Price:

Permissions CCC:

Request Permissions

Permissions PLS:

Request Permissions

Сopyright:

Citation:

References

[1] Atkin et al: Classroom Assessment and the National Science Evaluation Standard (EB/OL) in http: /books. ap. htm/classroom-assessment (2003).

Google Scholar

[2] Nigel, J. M: Alternative assessment (EB/OL) in http: /www. economics. Itsn. Ac. uk/handbook/assessment (2003).

Google Scholar

[3] Brondfoot & Patricia ,M.: Education, assessment, and Society, Buchingham: Open University Press (1996).

Google Scholar

[4] Stiggins, R. J: Student-centered Classroom Assessment Stanley Thomas Pubishers Ltd. (1994).

Google Scholar

[5] Gredler, Margaret E.: classroom Assessment and learning Addision Wesley Longman, Inc. (1999).

Google Scholar

[6] Dornyei, Z in: Motivation Strategies in the Language Classroom (Cambridge: Cambridge University Press 2001).

Google Scholar

[7] Sansone & Harackiewicz.: Intrinsic and Extrinsic Motivation: The search for Optional Motivation and Performance (Academic Press 2000).

Google Scholar

[8] Higher Education Department, College English Curriculum Requirement, Higher Education Press 2007, pp.32-33.

Google Scholar