A Comparison Study of Two Testing Approaches in Formative Assessment in English Majors Listening Teaching
- DOI
- 10.2991/ieesasm-18.2019.45How to use a DOI?
- Keywords
- Formative Assessment; Listening Teaching; Testing
- Abstract
With the popularity of computers and the appearance of the Internet, researches about the application of formative assessment in English teaching under the Internet environment is increasing. The experiment of this paper taken on the basis of Formative Assessment in classroom English teaching and the principles of online formative assessment is to see whether there are any significant differences between these two different ways of testing in improving students’ listening comprehension ability. The result shows that there is a feasibility of online-based testing methods in formative assessment, like the traditional paper-based testing in formative assessment, but there are no significant differences between these two methods. Some reasons are discussed including test frequency, the influence of answering webpages and students’ mental state, and the experiment lasting periods, etc. However, students are all in favor of online-based testing and hope it will be continuing used in the English teaching and learning. Limitation of this study is discussed and some suggestions about online-based testing in formative assessment for further research are provided by the author.
- Copyright
- © 2019, 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 - Jing Wang PY - 2019/01 DA - 2019/01 TI - A Comparison Study of Two Testing Approaches in Formative Assessment in English Majors Listening Teaching BT - Proceedings of the 2018 6th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference (IEESASM 2018) PB - Atlantis Press SP - 241 EP - 248 SN - 2352-5398 UR - https://doi.org/10.2991/ieesasm-18.2019.45 DO - 10.2991/ieesasm-18.2019.45 ID - Wang2019/01 ER -