An Empirical Study of the Influence of Formative Assessment on Classroom Environment of College English Reading, Writing and Translating
- 10.2991/icemc-17.2017.35How to use a DOI?
- Classroom environment; Formative assessment; 50%; College English Reading, Writing and Translating; Influence differences
The study investigated the students' perception of classroom environment of English Reading, Writing, Translating class after increasing the share of formative assessment to 50% through quantitative and qualitative analysis, and explored whether there are influence differences between different level classes and students of three-level proficiency. Results demonstrate that: 1) students' overall perception of classroom environment has improved, especially in the "Classroom Involvement"; 2) there are influence differences between two classes, significant difference presented on five factors, namely, "Students' Cooperation", "Students' Collaboration", "Students' Responsibility", "Equality" and "Teachers' innovation"; 3) after increasing the ratio of formative assessment, the influence of high and medium-level group is positive on all factors while the low-level group show negative influence in "Students Cooperation"; "Teachers' Leading"; "Equality" and "Teacher' innovation".
- © 2017, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Zheng Mingxia AU - Fang Qinghua PY - 2016/06 DA - 2016/06 TI - An Empirical Study of the Influence of Formative Assessment on Classroom Environment of College English Reading, Writing and Translating BT - Proceedings of the 7th International Conference on Education, Management, Information and Computer Science (ICEMC 2017) PB - Atlantis Press SP - 171 EP - 178 SN - 2352-538X UR - https://doi.org/10.2991/icemc-17.2017.35 DO - 10.2991/icemc-17.2017.35 ID - Mingxia2016/06 ER -