第一篇：純英文網(wǎng)名

Aren't You Glad 你難道不開(kāi)心？

Are you Gonna Go My Way 你在重蹈我的覆轍嗎？ *。Something Stupid 愚蠢的事 Better Man ?? 好男人

We Will Rock You。我們來(lái)?yè)u滾 Crying in the Rain ? 在雨中哭泣

Smoke Gets in Your Eyes 煙霧迷蒙你的雙眼 ??? Broken Dreams 破碎的夢(mèng)

Nothing Ever Happened 什么都不曾發(fā)生 ?。without you 沒(méi)有你 Private Love 私有愛(ài)情 Mr.Lonely 孤獨(dú)先生

when We Say Goodbye 當(dāng)我們說(shuō)再見(jiàn) Bohemian life ゆ/ 放蕩不羈的生活 Endless nights ” 無(wú)盡的夜晚 take your love away 帶走你的愛(ài) Heart Only For You 心只有你

Never doubt My love 永遠(yuǎn)不要懷疑我的愛(ài) Lose control.／ 失控

Torn Between Two Lovers 間接翻譯為 愛(ài)的折磨 HOW DEEP IS YOUR LOVE 你愛(ài)的有多深 Silent All These Years。這些年的沉默 I'm Still Waiting 我仍在等待 Love Unlimited ≈ 無(wú)限的愛(ài) Tranquil Eye-°平靜的眼神

－ Where The Story Ends 故事將在哪里結(jié)束 Do You Really Care 你真的在乎嗎 TRUE COLORS ￡ 本來(lái)面目 I will always love you 我將永遠(yuǎn)愛(ài)你 The damn injury” 這該死的傷害 BRAVE HEART.勇敢的心 Not humble love 沒(méi)有卑微的愛(ài)情

Love is see blood sealing throat 愛(ài)是見(jiàn)血封喉 Mouthful of nonsense 全是廢話 Has become in the past 已成為過(guò)去 Break our happiness 破碎了我們的幸福 Memories of you 關(guān)于你的記憶 Hysterical laughter 歇斯底里的大笑 You ruined everything 你毀了所有 Shut up bitch!賤貨、閉嘴

shit just clownindogg 只是玩的，笨蛋 To drop bombs。引爆全場(chǎng)

A normal life is boring 一個(gè)平凡的人生是無(wú)聊的 love you more than myself 愛(ài)你勝過(guò)我自己 love you as a whole world 愛(ài)你把你當(dāng)做我的整個(gè)世界 love you until the world end 愛(ài)你直到世界的盡頭 Love you unconditionally 無(wú)條件愛(ài)你 ˉTears illusion 眼淚的錯(cuò)覺(jué) please forget me 請(qǐng)忘了我 choose to forget you 選擇忘了你 Don't doubt my love 不要懷疑我的愛(ài) stay away from me 你滾。get away from me 離我遠(yuǎn)點(diǎn) I'm crazy for you 為你瘋了 stand by my side 陪在我身邊

I remember years ago 我仍記得很多年以前 You have won 你贏了

All my scars are open 綻裂的傷痕 Falling out of love 從愛(ài)中抽身而出

Empty promises will wear 空洞的承諾會(huì)消失殆盡 Building faith on love 把愛(ài)情當(dāng)做信仰

In this world, you are my heart 這世界，你就是我的心 Rest in the Hope 還有希望 Mad About You 為你瘋狂 Forget To Begin 忘了去開(kāi)始 End Of May 五月末 love the way you lie 愛(ài)你說(shuō)謊的方式 Dont come any Closer 不要再靠近我了 the second you chose her 你再次選擇了她 Can't Go Back there Again 回不到過(guò)去了 Don't wanna see you anymore!不想再見(jiàn)到你 A desolate heart 心里荒蕪一片 You go back on your promise.你食言了 Cried my eyes out 淚流不止

Head over heels for her.為她神魂顛倒 Let it be 順其自然

Don't Wear your heart.不要輕易流露感情 Meet by accident。不期而遇 A bad mood.壞情緒 I dream of you 我夢(mèng)見(jiàn)了你 deadline kills vow過(guò)期的誓言 He left in great haste.他匆匆離開(kāi)了 There's no turning back.已經(jīng)無(wú)法挽回了 Dismissive of you。對(duì)你不屑一顧 I'm all over you.我是對(duì)你著迷了 Nasty about everyone.對(duì)所有人厭煩 Stop fanning the flames.別再煽風(fēng)點(diǎn)火了 Recollection傷痕 Bury your head in the sand.逃避現(xiàn)實(shí)

play soundI have had enough of your garbage.我聽(tīng)膩了你的廢話

I'm fed up? 我厭倦了 Go TO HELL 去死吧

Guide you to the light 我想帶著你走向光明 Don't acknowledge my smile 不需回應(yīng)我的微笑 you give me so many butterflies 你讓我意亂情迷 Til the end of time直到天荒地老

You are nothing to me。你對(duì)我來(lái)說(shuō)什么都不是 You're not here with me 你不在我身邊 I'm so tired of being alone 我厭倦了孤獨(dú) I just wanna touch you 我只想觸摸到你 I can feel you near me 我能感覺(jué)你就在我身邊 GET Over Yourself 別自以為是了

Don't let them see your weakness 不要讓他們看見(jiàn)你的軟弱 Are You Kidding Me 你在玩我么 just kidding ? 我只是玩笑

someday love will find you 終有一天 愛(ài)將會(huì)找到你 Your Hugs Are My Favourite 你的擁抱是我的最愛(ài) Lost In dreams And Reality 在夢(mèng)想和現(xiàn)實(shí)中迷失了 each other as know in the arena 相濡以沫不如相忘江湖 Love Is Patient 愛(ài)情病患

Too Emotional 太感性 Too Rational 太理智

The Memory of the past 過(guò)去的回憶 The Deep love about you 對(duì)你的深愛(ài) Helpless To Start 無(wú)奈重新開(kāi)始 Back Is Always Sad 回頭將是悲傷 I said i Don't care 我說(shuō)我不在乎 But you barely Care 其實(shí)你一點(diǎn)不在乎 Can't Touch 無(wú)法企及 Within Reach 觸手可及 End up 告終 Deviate From 別離 I have loved you 曾經(jīng)愛(ài)過(guò)你 You don't love me 你不愛(ài)我 Take my breath away 帶走我的呼吸 To stop my heartbeat 停止我的心跳 Promise Me 承諾我 Believe Me 相信我 you're so Vain 你如此虛榮 You are so False 你如此虛偽

And when she danced 當(dāng)她起舞的時(shí)候 Aad when he ecstasy 當(dāng)他入迷的時(shí)候 Cross my heart 我發(fā)誓 Cross your listent 你發(fā)誓 Happy ever after 從此以后快樂(lè) To try to Happiness 試著幸福 The way you love me 你愛(ài)我的方式 The way you lie to me 你說(shuō)謊的方式 I don't want you to go 我不想讓你走 I can't hold you back 我留不住你 Are you ready for love 準(zhǔn)備好去愛(ài)了么 I am fall in love 已經(jīng)深陷愛(ài)中 Could this be love 可能這就是愛(ài) The lover in me 心中戀人 Crazy For You Mad About You 為你瘋狂。

Where do broken hearts go 破碎的心該何去何從 Know you won't see me cry 你看不到我哭泣 Dear dear * Honey honey * Say hello to morning Say hi to daynight Deep red fall season Season the deep experience 季節(jié)深處的落紅 With the green eyes Covered with green eyes 鋪滿眼眶的綠 Summer insect voice Summer cicada calls 夏季的蟬聲 Brushed ear warmer The warm breeze ear 拂過(guò)耳際的暖 Still fresh in living memory To remember vividly 記憶尤新 The First light of Morning The First gleams of Day 曙光。Dear dear * Honey honey * Say hello to morning Say hi to daynight

Floating Dream ぅ 浮夢(mèng) Frustrated い 失落 Liberation く 解脫 Borders moved こ 時(shí)遷 A Monologue ず 獨(dú)白 Redundant ち 多余 Willing To Give Up ど 舍棄 The wound ゎ 傷口 Trapped Beast ん 困獸 Small whispers ぃ 小情話 Once Hiding In の 曾躲在 Accustomed To れ習(xí)慣了。Not To Feel At Ease ゃ 心不安。Ignorance っ 無(wú)知。Reluctantly と 勉強(qiáng)。Force Back.ゅ 逼退。To struggle で 爭(zhēng)扎。Wanna Hold Me 想牽制我 Can't Read My 猜不透

Don't Spell My Name 別拼寫(xiě)我的名字 He's got me like nobody 沒(méi)有人像他那樣如此地吸引我 I wanna roll with him 我想要和他在一起 A hard pair we will Be 我們會(huì)是無(wú)可比擬的一對(duì) Won't Tell u that I love you 我不會(huì)告訴你我愛(ài)你 He's a good catch 他是理想的對(duì)象 Bluffing with 虛張聲勢(shì)

You make my eyes burn 你耀眼到將我灼傷 Caught up in the game

成了游戲中的Loser Promise you'll remember that 答應(yīng)我 你會(huì)永遠(yuǎn)記得 Stole you out of my life

把你從我的生活中偷走 It's All Destined 一切都是命中注定 Walking lonely pedestrian 行走的孤獨(dú)路人 One moment touch the sky 觸摸到天空的瞬間 Trouble maker 麻煩制造者

Sunshine poured to the city 日光傾城 See a Little Light り 看見(jiàn)微弱的光亮

He's got me like nobody 沒(méi)有人像他那樣如此地吸引我 I wanna roll with him 我想要和他在一起 Won't Tell u that I love you 我不會(huì)告訴你我愛(ài)你 He's a good catch 他是理想的對(duì)象

Stole you out of my life

把你從我的生活中偷走 You make my eyes burn 你耀眼到將我灼傷 Walking lonely pedestrian 行走的孤獨(dú)路人 It's All Destined 一切都是命中注定

第二篇：英文網(wǎng)名

perfunctory.（敷衍）

Poison★弒神 Heartbeat ［心跳］ 未亡▍ Sakitam 涅盤 nirvana ゛Ｂａbyゝ摯愛(ài)你 心荒 Goddess clown 空城 離沫傾城 winter° heart。夢(mèng)出發(fā) The Monster Suniy、傷 Dependence。Memory.荒年〆 Maryぃ 癡 孤獨(dú)患者alone。Weirdo（怪人）のonly you` Airport 空港 Please、遠(yuǎn)離我 ThatYear丶今朝

Eternity、小矯情 LAYearn（想念）＂ 永恒 Eternally。遺忘。Forgotten Soledad(寂寞）Bad guy 爛好人 Happy birthday 小驕傲i

Chanyelo°暖陽(yáng) summer、冷 trouble(煩惱)sweet妹 Scavengers[拾荒者] Vide 空歡喜 important 重要 The only⌒虛幻の承諾

Seven°昔年 Attack丶放肆 小小余存°dsTiny Sunny°刺眼 Lost heart hurts失心而疼

Salvatore °

Say丶No ヤGm﹎鬼魅℡ I’m a loser Smile璀璨 Jar of love Hearth。心臟 Cute· 寂寥 ミ﹏Ｍemory __Crazyゝ各自安好 ? Because of Goddess° 女神 jυSTī∏ ьiěЬE 溫存° d3sTiny-Summer° 初夏 Christmas丶幻鏡 LAYearn（想念）格調(diào) Moment゜

第三篇：經(jīng)典英文勵(lì)志網(wǎng)名

經(jīng)典英文勵(lì)志網(wǎng)名大全

1、Brave heart 勇敢的心

2、KING'S BACK 王者歸來(lái) the return of the king!

3、canaan迦南，梵語(yǔ)lsquo;希望之地rsquo;，鼓勵(lì)你永不絕望希望在，一切都在

4、Paranoid 執(zhí)著

5、Fly love 卸載愛(ài)情

6、Paranoid.偏執(zhí)

7、WhiteInte 戀戰(zhàn)

8、Super man 超級(jí)男人

9、yearning 渴望

10、prevail 戰(zhàn)勝

11、carve out 奮力拼搏

12、phenix 不死鳥(niǎo)

13、highness 陛下

14、Tomorrow will be better 明天會(huì)更好

15、ROCK YOU 搖滾你

16、I am Me

17、keep moving 永不止步

18、never give up 永不放棄

19、Believe in yourself。

20、canaan迦南，梵語(yǔ)lsquo;希望之地rsquo;，鼓勵(lì)你永不絕望希望在，一切都在

第四篇：純英文論文

abstract：At present, English teaching evaluation methods depend so much on summative evaluation in our country.As is known to all, a student’s testing scores are treated as final evaluation criteria in summative evaluation method, so summative evaluation strengthens the function of testing scores.This has resulted in many students learning English only to pass examinations or to go to school.Apparently, this kind of instrumental learning motivation is hard to arouse students’ learning enthusiasm or for them to keep their interest in learning.In short, to a certain extent, summative evaluation ignores the evaluation on students’ creativity and subjectivity.In recent years, curriculum reform has become a fashion topic and evaluation is becoming more and more important.Formative evaluation, which is called process evaluation, was advanced by G.F.Scriven in his book the methodology of evaluation in 1976.After G.F.Scriven, Bloom was first to introduce formative evaluation into classroom teaching.With curriculum reform development in our country, a high premium has been place on formative evaluation.The overall objective of the high school English curriculum is: to enable students on the basis of compulsory education on learning English, to further clarify the purpose of learning English, to develop independent learning and cooperative learning ability;the formation of effective English learning strategies;students overall language proficiency.With the development of China's curriculum reforms, the formative evaluation is also more and more attention.Formative evaluation has become the mainstream way of teaching evaluation, it uses descriptive evaluation or positive score, etc.to encourage students and teachers to communicate in different ways based on the evaluation of the results with the students, fully affirmed the progress of students, encourage students to self-reflection, self evaluation and self-improvement.This paper is to study the application of formative assessment in high school English teaching, discusses formative assessment features and functions, aimed at improving the quality of teaching, improve high school students interested in learning English.According to the necessity and urgency of the current situation of formative assessment in teaching, which made formative assessment in high school English teaching should use the methods, tools and principles to follow.So the formative assessment to play an active role in teaching high school English.Key words: formative assessment, high school English teaching, application, learning English

中文摘要：目前我國(guó)外語(yǔ)教學(xué)的評(píng)價(jià)方式過(guò)多的依賴于終結(jié)性評(píng)價(jià)，由于這種評(píng)價(jià)是以考試成績(jī)作為最終的評(píng)判標(biāo)準(zhǔn)，這無(wú)疑過(guò)分強(qiáng)化了考試分?jǐn)?shù)的作用，致使相當(dāng)一部分學(xué)生學(xué)習(xí)英語(yǔ)的動(dòng)機(jī)和目的就是為了考試或升學(xué)。這種工具型的學(xué)習(xí)動(dòng)機(jī)顯然不易于激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的積極性，也不利于保持其學(xué)習(xí)興趣的持久性。

終結(jié)性評(píng)價(jià)在很大程度上忽視了學(xué)生在學(xué)習(xí)中的主體性，和創(chuàng)造性。隨著新課程改革的實(shí)施,評(píng)價(jià)問(wèn)題開(kāi)始引起人們的廣泛關(guān)注。形成性評(píng)價(jià)這一概念就是在這樣一種背景下提出來(lái)的。形成性評(píng)價(jià)最早是由斯克里芬（G..F.scriven）在1967年他的《評(píng)價(jià)方法論》一書(shū)中提出來(lái)的。所謂的形成性評(píng)價(jià)即過(guò)程性評(píng)價(jià)。它“是通過(guò)診斷教育方案或計(jì)劃，教育過(guò)程或活動(dòng)中存在的問(wèn)題，為正在進(jìn)行的教育活動(dòng)提供反饋信息，以提高正在進(jìn)行的教育活動(dòng)的評(píng)價(jià)”（陳玉琨《教育評(píng)價(jià)學(xué)》）在斯克里芬之后，布魯姆首先將這一評(píng)價(jià)方式引入課堂教學(xué)。

高中英語(yǔ)課程的總目標(biāo)是：使學(xué)生在義務(wù)教育階段英語(yǔ)學(xué)習(xí)的基礎(chǔ)上，進(jìn)一步明確英語(yǔ)學(xué)習(xí)的目的，發(fā)展自主學(xué)習(xí)和合作學(xué)習(xí)的能力；形成有效的英語(yǔ)學(xué)習(xí)策略；培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力。而我國(guó)隨著課堂改革的發(fā)展，形成性評(píng)價(jià)也越來(lái)越受到重視。

形成性評(píng)價(jià)逐漸成為主流的教學(xué)評(píng)價(jià)方式，它采用描述性評(píng)價(jià)或評(píng)分等方式正面鼓勵(lì)學(xué)生，教師根據(jù)評(píng)價(jià)的結(jié)果與學(xué)生進(jìn)行不同方式的交流，充分肯定學(xué)生的進(jìn)步，鼓勵(lì)學(xué)生自我反思，自我評(píng)價(jià)和自我提高。本文主要是研究形成性評(píng)價(jià)在高中英語(yǔ)教學(xué)中的應(yīng)用，論述形成性評(píng)價(jià)的特點(diǎn)和功能，目的在于提高教學(xué)質(zhì)量，提高高中學(xué)生學(xué)習(xí)英語(yǔ)的興趣。根據(jù)形成性評(píng)價(jià)在教學(xué)中的必要性和緊迫性的現(xiàn)狀,從而提出形成性評(píng)價(jià)在高中英語(yǔ)教學(xué)中應(yīng)該運(yùn)用的方法,工具以及遵循的原則。使形成性評(píng)價(jià)在高中英語(yǔ)教學(xué)中發(fā)揮積極的作用。

關(guān)鍵詞：形成性評(píng)價(jià)，高中英語(yǔ)教學(xué)，應(yīng)用，英語(yǔ)學(xué)習(xí)

Chapter one introduction 1.1 the need for the study

With the introduction of the new curriculum reform, the voice of the assessment reform is also increasing.In the “high school English curriculum standards(experimental)” proposed new law to be set up to promote the development of a diversified student evaluation system, the use of formative assessment and summative combination.Teachers should pay attention and student exchanges, and certainly their progress and encourage them to self-reflection, self-improvement.Modern social emphasis on people-oriented, in teaching should be student-centered.It is in the formative evaluation carried out this principle.Formative evaluation of the role and value in teaching and assessment process has been more fully affirmed.Therefore, the introduction of formative assessment is consistent with the requirements of the times in high school English teaching.It has a certain practical significance.Currently motivated high school students to learn English in general is not strong enough, many students learning English the sole purpose of examination or further studies, ignoring the increase in the use of language itself and the actual capacity.Under the guidance of formative assessment, students can find their own way to learn and improve their English learning efficiency.Meanwhile students learning English and get fully mobilize the enthusiasm is implemented through formative assessment, self-confidence would be enhanced learning English, they will be able to take the initiative, actively engaged in learning English.1.2 the purposes of the study

The traditional evaluation methods to determine student achievement through good or bad, this approach gives students a lot of pressure.It will make students learning English have to fidget.Students' enthusiasm and interest in learning will not be increased.Poor students to learn, it seems only to explain everything by the results, as they may arise in the process of learning problems, confusion, or they have other talents, cannot be used to measure the results, and these have may be ignored.Moment of doing well, might be a blow to confidence, and their accomplishments become the sole standard.Traditional evaluation system has become an obstacle of students’ English learning.For this reason.the author want to know how to use formative assessment in English classes can help the senior students master effective learning strategies, develop learning motivation and attitude and finally improve their English achievement.It has been assumpted that formative assessment may be more effective in many aspects such as.The students can use meta-cognitive strategies, increasing their motivation, forming good learning habit and having positive attitude.Due to the use of formative assessment, the students’ sense of achievement can be developed.And they will become more active in class and they can evaluate themselves correctly.Above all, students will have more confidence in themselves.All in all, the research may be helpful to develop the students as a “whole person”.The author also intended to find more effective approaches to using formative assessment in English classes, including records of students’ behavior, class room observation, interviews, questionnaires, and portfolios, etc.1.3 The framework of the paper The paper falls into five chapters.Chapter one serves as an introduction, which gives a brief description of the current situation of assessment systems in China.It presents the importance of formative assessment and the significance of study.Chapter two offers literature review about studies at home and abroad.In addictions, this chapter provides theoretical discussions for formative assessment, including humanism psychology, Meta-cognitive strategies, constructivism and theory of multiple intelligence as well as the related studies at home and abroad.This chapter presents the definition, function, characteristics and benefits of formative assessment.In chapter three the paper introduces the necessity and urgency of implementation of Formative evaluation.Chapter four introduces the research of formative evaluation applied to senior high school English teaching, Including strategies and tools.Chapter five present the implementation of Formative evaluation of the principles to be followed.Chapter six about a conclusion is drawn from the study that using formative assessment in senior English classes can help the senior students master effective learning strategies.And more effective methods of formative assessment will be put forward in the future.Chapter two literature review 2.1the research study an home and abroad

2.1.1the research study abroad

In recent years the development of educational evaluation is very fast at home and abroad.Let’s review the development of assessment in the west.Formative assessment, first put forward by Scriven in 1967, lays emphasis on the development of educational plan and improvement of educational process.According to Popham(1998:23), formative assessment refers to assessment that provides information to students and teachers that are used to improve teaching and learning.According to Travers, educational assessment in the USA began in 1845, when the printed examination was first used by Boston School Committee.In 1897, J, M.Rice published research findings on spelling abilities of U.S schoolchildren(Aiken, 1994: 7), which is considered as the beginning of the research on assessment(see yang Jinhuan, 2006:5-6).Tyler’s famous “eight-year study” from 1930s had far-reaching influence on the assessment theory in this period.The term “evaluation” was first used to replace the terms “examining” and “testing”.He indicated that evaluation should be a process rather than examinations.It claimed that students’ interest should be stimulated, and contents of textbooks should be based on the real life.Guba and Loncoln held a view that the nature of evaluation was mental construction.They advocated that students should actively participate in the process of assessment.The function of assessment was to serve the development of students.Students used to be assessed but now they act as the participants in the process of assessing.Some new terms were put forward in this period, such as “educational criticism”, “portfolio assessment”.etc.(Liu xiaohua,2004;5;Guo Kuman,2004:2).In one word, assessment system in the west has become a drive to education development up to now and assessment is playing an increasingly important role in English teaching.2.1.2the research study china

In the history of educational assessment in china, summative assessment has been playing a very important role.But in recent years formative assessment is rapidly developing as a new topic in many schools.Since the 1980s, as education is developing, the formative assessment has been paid more attention to and carried out in many schools.Later it was not until the 1990s that some new assessment methods were introduced into teaching practice.However, there were no many researches on evaluation system in china’s senior English teaching for a long time, at that time assessment referred to various examinations and tests, such as quizzes, mid-term exams and national college entrance examination.With the development of assessment theories and the curriculum reform, the new English curriculum standard came out in 2001, it provide new guiding principles about educational evaluation and defines functions, goals, contents and methods of educational evaluation in a more humanistic way.It also offers some new assessment criteria and gives some useful advice on the assessment in English in middle schools.The traditional summative assessment is becoming more and more limited in assessing the students.Guided by the new curriculum, teachers have gradually changed their understanding of assessment and began to apply the new assessment method to their English teaching in order to supplement traditional summative evaluation.In the last two years many Chinese scholars and teachers have been doing research on this new assessment system and great achievements have been made in theory and practice ever since.Among them, Wang qiang, Luo Shaoqian took the lead in the field.What’s more, a series of essays have been published, which help teachers change their traditional opinions and form a new concept.for example, formative assessment research in English classroom by Luo Shaoqian(2003).To sum up, guided by these achievements, the application of formative assessment to the English teaching has become more and more popular.2.2 theoretical Basis 2.2.1 Constructivism

Constructivist learning theory lays emphasis on the evaluation of the process of knowledge construction.They think that learning assessment should not just focus on the learning results, but value the learning process, including how to obtain the information source or knowledge sources, learning strategy and self monitor, the degree of learning involvement and the ability of innovation and research.Shepard connects formative assessment with the constructivism theory, which shows that learning is an active process based on previous knowledge, experience, skills, and interests.Constructivist learning theory views students as active learners who mark sense of new knowledge actively and determine how to integrate the knowledge with the concepts previously learnt.In short, constructivism values an individual ability, former knowledge, belief and past experience, on the basis of which formative assessment forms.2.2.2 The theory of multiple intelligence

Howard Gardner proposed the Multiple Intelligence theory in 1983.According to Dr.Gardner, the theory multiple intelligence includes at least eight kinds of intelligence: linguistic intelligence, logical-intelligence, spatial intelligence, bodily-kinetic intelligence, music intelligence, interpersonal intelligence, self-questioning intelligence and naturalist intelligence.Based on his theory, Gardner summarizes the principle, authentic principle and developmental principle.Which are included in formative assessment because it involves teachers, students and parents in evaluating students’ various aspects in learning(see also Zhang jian, 2005: 27).Gardner’s theory of multiple intelligence has several implications for teachers in terms of classroom instruction.Firstly, the concept of multiple intelligences place special emphasis on the overall development of students’ abilities.Secondly, everyone is born owning the eight intelligences.Thirdly, assessment should be integrated and should be everywhere and all the time(see also Wang Wanzhen, 2003:7-8).Multiple intelligence theory plays an important part in formative assessment.We can view that our students as individuals with different strengths and weakness in different aspects.2.2.3 Humanism psychology

According to humanistic view，Chapter three the connotation of classroom teaching evaluation 3.1 The concept of classroom assessment

Is a collection of classroom teaching evaluation, synthesis and analysis of information on the process;the skills to understand the student's level of development and the development potential of information on the process.It does this by collecting students' daily learning, teaching and classroom learning atmosphere information to help understand the needs of each student's learning and teachers to make the appropriate decisions, improve classroom efficiency(Luo Shaoqian, 2003:13).3.2 Evaluation categories

In the classroom, due to differences in the degree and the ability of students, teachers need to make decisions in a variety of different requirements for students, so they evaluate students on a variety of purposes(Luo Shaoqian, 2003:14).3.2.1 Diagnostic Evaluation

Diagnostic evaluation refers to diagnose the problem(Ariasian, 1991: 5).Students in the classroom learning process, not only will encounter difficulties in learning, as well as emotional or social aspects of the problem, so as a teacher, you should first identify the problems and select solutions from the perspective of understanding.Student's progress is not only reflected in the student's scores on each test, as well as student records subject to the completion of a project.By evaluating the information and results obtained, teacher feedback, students learn to generate power.3.2.2 Formative Evaluation

Formative assessment as a teaching and learning process an integral part of the overall progress of the students described the situation, provide students with feedback to reinforce learning and help teachers understand students' learning situation and determine the next lesson plans and student learning plans.3.2.3 Summative Evaluative

Summative assessment is after a period of study for understanding student achievement and expanded evaluation, Compared with the formative evaluation, the summative evaluation usually more permanent form.3.2.4 Comparison of formative and summative assessments 3.3 Definition of formative assessment

Formative evaluation from a proposal to now experiencing history is not long, though it did not give the author of Scriven its exact definition, but later, under the influence of his ideas, which made a lot of Discussion.Such as Bloom's view is “for us, is the use of formative assessment in curriculum development, teaching and learning process evaluation decency to be improved in any of these three processes is a process.” 1, he thinks “The main purpose is to observe the formation of a decision given the extent of the learning tasks are mastered, not part of the master,” “it is not the purpose of classification or identification in order for learners, but to help students and teachers to focus on to further enhance the specific learning necessary.”2, Chen Yukun that “formative evaluation through educational programs or diagnostic programs and activities in the education process problems for the ongoing evaluation of the quality of education activities.” 3 The new curriculum standards is considered formative assessment is “through a variety of means and methods of evaluation of students' interest in learning process demonstrated, attitudes, participation activities, their language development of the state judge, to try their learning make sure to promote student learning initiative to help teachers improve their teaching.”4 3.4 Characteristics of formative assessment 3.4.1 評(píng)價(jià)方式的人文性和民主性humanistic and democratic of evaluation methods

Formative assessment promotes the overall development of students through evaluation, it recognize individual differences in levels of development, to their knowledge, intelligence and emotional factors comprehensive evaluation.Formative assessment becomes a single teacher evaluation for teacher evaluation, student self-evaluation, student assessment and mutual cooperation in the evaluation of teachers and students combine to make the students from passive to active participants by critics, teachers from the “Examiner” role gradually changed “collaborators” role.Through self-assessment, students are rising introspection and reflection, to form an effective, consistent with the personality characteristics of learning strategies, and eventually become masters of learning;through mutual evaluation between students and foster their sense of teamwork and cooperation;and freedom, democracy, and rating equal protection atmosphere more conducive to students' self-esteem, improve their self-confidence.Formative assessment fully reflects the people-centered and student-centered educational thinking.3.4.2 評(píng)價(jià)內(nèi)容的廣泛性和全面性extensive and comprehensive of evaluation contents Formative evaluation not only focus on students' cognitive abilities, but also the importance of student emotions, interests, and evaluation strategies, so students learn the information he provides is comprehensive, multi-level and comprehensive.3.4.3 評(píng)價(jià)手段的多樣性和靈活性Diversity and flexibility of evaluation tools

Formative evaluation of a variety of methods, such as classroom learning activities and competitions, daily homework assessment, participation in extracurricular activities Comments, learning self-assessment, learning records, questionnaires, interviews and so on.These evaluation tools can show students what they learn to their understanding and their emotional attitudes from different angles.3.4.4 評(píng)價(jià)結(jié)果的描述性和反饋性Descriptive and feedback of evaluation results

Formative assessment is done and what the students can do the recording and reflection, it may reflect the students' progress, encourage students to have self-confidence and a sense of accomplishment, the formation of motivation to continue progress;and evaluation of interest, attitudes, feelings, communication capacity and the spirit of cooperation can be for students to form a good character to provide help and guidance.（北京師范大學(xué)外語(yǔ)系課題組，2001：7）

3.5 Function of formative assessment

Formative assessment is part of students’ learning process, providing guidance to them in their studies, motivating them.It also provides feedback to students so that they can improve their performance and eventually make great progress.It acts as practice for students, just like a meaningful homework assignment.It checks for understanding along the way.In addition, it guides teachers’ decision making about future instruction.Formative assessment has 3 basic functions.Firstly, formative assessment can help the teachers to diagnose students’ strengths and weaknesses, analyze their problems and then help to get rid of their bad habits, thus becoming a conscious researcher.Furthermore, it can also help the teachers modify their teaching strategies and create better learning environment for students.Formative assessment can also provide feedback to the students so that they will understand how to do better the next time.Secondly, formative assessment can identify how well the students are learning during the instructions.Every teacher would prefer to see every student make progress day by day then see only few of them get high marks in the exams.Formative assessment makes it possible to realize this basic educational objective.Compared with traditional summative assessment, formative assessment is playing an important role in identifying and monitoring the students’ present levels.Thirdly, formative assessment can help select so students for a variety of purposes.Because assessment results can provide some evidences so as to make judgment about the qualified and unqualified in order to send them to a higher level of education.Selecting top students for a higher level of education is still one of most popular functions of assessment ever since it came into existence.3.6 Benefits of formative assessment

Chapter four

the necessity and urgency of implementation of Formative evaluation

Evaluation is not only an important means to ensure the implementation of the curriculum, but also an important part of teaching and learning activities.Test just a way of students' evaluation.Exams and other evaluation methods should combine.According to the purpose and nature of the examinations, selection of specific test methods, means, and to make analysis of test results, notes and suggestions, comments, and suggestions to improve the formation of incentive.As far as possible to reduce the pressure of students’ test, and promote the development of students’.For a long time, English teaching evaluation methods depend so much on summative evaluation in our country, which only reflects the importance of student learning outcomes or the end of the exam, especially senior high school entrance examination and college entrance examination, etc.It will be written as the only means of examination, the examination results as the only measure of students' ability to learn a foreign language.Formative assessment is ignored.It reflects the students’ learning process.In the formative evaluation, teacher is only concerned about the students’ evaluation.while ignoring students' self-assessment and peer assessment;just pay attention to the evaluation of selection capabilities, and ignoring the evaluation of student development functions;only the importance of language knowledge and language skills of study.It neglected the evaluation of students' emotions, attitudes and values.Obviously, this kind of evaluation is difficult to adapt to the needs of education reform and development, these evaluation cannot achieve the overall goal of a English curriculum for high school education.This evaluation is not conducive to the formation of the establishment in the language skills, language knowledge, emotional attitude, learning strategies and cultural awareness integration development on the basis of the comprehensive ability of using the language.So we should start form the core issue of educational evaluation “ assessment what, how to comment”.We need new ideas and a reflection of quality education to promote the comprehensive development of students, and constantly improve the evaluation system, reflecting the diversity of evaluation about contents, subjects and methods.Not only concerned with the results, but also pay attention to the process.（肖第郁，2002；69）

4.1素質(zhì)教育對(duì)教學(xué)評(píng)價(jià)的要求the requirements of quality education for teaching evaluation

Traditional educational evaluation function emphasizes screening and selection, the main purpose of that evaluation is to distinguish the pros and cons and choose the best students for the school.In this process, a few score of excellent, experience success, most people become losers.With the formation and development of information technology and the Internet age, the original function to impart knowledge-based curriculum for basic education be a great challenge.Education programs focus on students many qualities, including a positive attitude towards learning, innovation and practical ability and quality and other physical and mental health, lay the foundation for lifelong development of students.Thus, with the shift function curriculum, evaluation function is also undergoing fundamental change.Evaluation is not just to check the students' knowledge and skills to master the language, the more concerned about students to acquire knowledge, skills, processes and methods, as well as emotions, attitudes and values formation associated therewith;evaluation is no longer the purpose of classification identification, the students were divided into three, six, nine, so that the highest scores for students to enjoy the best education, but how to play a role in the evaluation of incentives, attention to student growth and progress of the condition, and through analysis guidance, suggestions for improvement plan promote the development of students.In this sense, the evaluation is for the development of student services, and the development of students is not required for the evaluation of services.By evaluating the continuous improvement of education and teaching, so that students are more and better education, this is a new requirement for quality education teaching evaluation presented.This shift, while the evaluation function affects the development of teacher evaluation work.Teachers are the implementers of education, bear the task of promoting the development of students.To create the best possible education for our students, for the evaluation of student learning must focus on the diagnosis and evaluation of the excitation function.Therefore, we should focus on the use of formative assessment, found that teachers and teaching activities and teaching behavior of meaning and value, to identify problems with the crux of the continuous improvement of teaching, improve teaching quality, inspire the enthusiasm of both teaching and learning.4.2 現(xiàn)代社會(huì)對(duì)人才多樣性的需求 the needs of Modern society for diversity of talent

Academic achievement was to examine the development of students, and the school's teaching performance level of an important criterion.The traditional emphasis on teaching “double base”, that basic knowledge and skills, which in the past with particular emphasis on measurement and evaluation to assess student mastery of facts and principles.Of course, the basic knowledge and skills to master is very important, if you do not focus on the evaluation of teaching basic knowledge and skills it is impossible to correctly judge the students' learning, so it is impossible to develop the students have made analysis of value.If, however, focus only on teaching students the basic knowledge and basic skills, you can not make meaningful recommendations for the development of students is not conducive to healthy growth and development of students.With the development of society, network and information era, the knowledge explosion, increased competition, only the knowledge and skills are far from meeting the requirements of social development of talent.Modern society needs diversity of talent, education evaluation criteria should reflect the diversity of talent trends.Concerned about academic achievement, we must also focus on other aspects of the development of the individual, such as a positive attitude towards learning, innovation, analysis and problem-solving skills and the correct outlook on life and values, what they learned from the test students, to students Whether learn to learn, learn to survive.Learn to cooperate, learn, etc.are examined and comprehensive evaluation.In the daily teaching activities, students should respect individual differences, based on a positive vision, from multiple angles, to see many aspects of students, found that students of the advantages and strengths, so that every student in self-esteem, self-confidence grow up happy.The use of formative assessment will help teachers and accurate understanding of the basis of the original development of the quality of students, the reality of the level and trend of development in the direction of educational goals adhere to uniform the premise of different students different requirements, so that every student to get optimum fully developed.Respect for individual differences in the development of diverse and unique, to achieve the evaluation criteria on the basis of comprehensive evaluation, in order to adapt to the diverse needs of modern human society, it is the diversity of modern teaching evaluation criteria, in order to adapt to modern society of talent diverse needs, this is a great modern teaching evaluation reform.4.3 中學(xué)英語(yǔ)教學(xué)評(píng)價(jià)現(xiàn)狀使然the present situation of teaching evaluation in middle school English The purpose of focusing on the traditional educational evaluation screening, selection, so just focus on the results of educational activities, educational activities for little attention.The new curriculum reform advocates is to promote student development-based evaluation process that only concerned with the results of summative assessment, in fact, is the “past” concerns, is not conducive to the promotion of development;and attention to the formation of the evaluation process, it is for the “future”, focusing on the evaluation of development.Thus, the evaluation is a process, not only in educational activities after, but also accompanied and runs through every aspect of education and teaching activities should promote the “Results” by focusing on the improvement of the “process”, the evaluation of the center of gravity in the “process.” Traditional evaluation often only require students to provide answers to your questions, and for the students is how to get those answers, but indifference.In this way, students get an answer thinking and reasoning, hypothesis formation and how to apply the relevant evidence, have been abandoned outside evaluation of vision.Lack of thought process evaluation will lead to students only on the conclusion, ignoring the process, it is impossible to encourage students to focus on the process of scientific inquiry, to develop the habit of scientific inquiry and rigorous scientific attitude and spirit, but tend to form some plausible understanding and habits, is not conducive to the formation of students' good quality of thinking, restrict student flexibility and creativity to solve problems.Therefore, the “ordinary high school English curriculum standards” clearly states: “to promote formative assessment and summative combination of both focusing on results, but also concerned about the process, mainly in the formative evaluation.” In other words, the focus of the new curriculum standards evaluation gradually shift more attention to students' knowledge of the process, and the process of trying to explore the process, focusing on the student's progress in each period.Only concern process, it may be in-depth evaluation of the process of student development, to keep abreast of problems encountered in the development of students' efforts and progress made available.Only in this way will it be possible for students to enhance sustainable development and for effective guidance to promote the development of the evaluation function can really play a role.At the same time, only concerned about the process, in order to effectively help students develop a positive attitude towards learning, the spirit of scientific inquiry, in order to focus on the students in the learning process of emotional experience, learning to form a strategy, cultural awareness and values, to achieve “ knowledge and skills ”,“ process and method as well as ”attitudes and values,“ the all-round development.Chapter five The research of formative evaluation applied to senior high school English teaching

As has already been illustrated, formative assessment has been exerted a powerful effect on English learning by motivating students’ learning interest, enhancing students’ confidence as a successful learner.However, there is one premise that systematical ways of formative assessment must be employed in the language teaching process.And any successful assessment must be employed in the language teaching process.And any successful assessment must rely on the effective selection of useful and appropriate methods, as a matter of facts, no single methods can function as sufficiency to provide all the information that is needed in the conduction of formative assessment.On the request of the new English curriculum standard of senior high school, as well as the trend of new educational assessment, we teachers should advocate the mutual interact between teachers and students, combining every factor that contributes to effective formative assessment.“English curriculum standard of senior high school” made it clear that ”the evaluation of students’ learning, it is necessary to pay attention to students’ master of language knowledge and language skills, but also pay attention to the development of students' comprehensive language skills.At the same time, we must importance to their emotional attitudes and performance in the learning process.The participation not only refers to acts of participation, but also including the emotional involvement and participation of thinking.So we should pay attention to the students in the learning process of the formation of attitudes and values.“" English curriculum standard of senior high school ”(trial version)states: “In the conduct of teaching evaluation, teachers should combine teaching objectives, teaching content and learning environment for students as well as students' individual differences that design assessment tools and practical assessment standard for their own teaching and student learning.” therefore, self evaluation , teacher’s evaluation and collaborative evaluation can interview together with the help of some assessment tools and evaluation principles, such as portfolio, observation and journals.（徐勇、龔孝華，2001:13）。

5.1 The method of formative assessment

5.1.1 Self evaluation Student self evaluation is the process in which students gather information about their own study, analyze the causes and results and check whether they have made progress in order to make a new study plan or make further decisions for their future progress.A self assessment should be conducted with the help of teachers, partners and parents, for example, the teacher should help students to set some criteria for their self assessment.In the progress of self assessment a students should look at his values, interests, personality, or the learning skills in a certain aspect such as their reading skills.Self assessment could be very casual, Like giving reply to the questions “tell me how you feel about …”.And it could be very formal, too, like “make an analysis about the exam scores that you just got.” By doing self assessment a student will be responsible for his or her own study and gradually become an active learner.Besides, they will reflect on their own study and learn about their own strengths and weaknesses.Teachers will adjust their teaching according to the students’ self assessment.The assessment not only can be carried out by the student themselves but also between partners as well.The assessment between partners encourages students to learn from each other, experience learning process and learn to be trust worthy of each other.This kind of assessment needs the trust and collaboration between the students.Every student should make the assessment objectively and fairly in order to encourage the partner to make greater progress.5.1.2 Teacher evaluation Student evaluation should be combined with that of the teacher.When assessing students’ performances, the teacher plays a very important role.Teachers should set criteria on what to assess, how to assess and how to respond to the information gained through the assessment.Also, the teacher should help the students to reflect on their learning process.Show them how to gather information and arrange the portfolio files.The teacher should assess the students’ progress regularly, check their self evaluation and peer evaluation, give them feedback in time and help them set a learning goal.The teacher is not obliged to share the result of classroom evaluation with anyone outside the classroom.Teachers’ remarks should be brief and specific, which should refer to advantages and disadvantages.And the remarks should be attached to students’ assignments so as to give the students’ diagnostic feedback.Furthermore, a teacher can assess students in various ways such as assessment criteria charts or interviews, thus setting up an assessment system which can satisfy every student’ needs.Teachers’ assessment can be carried out at any time in class or out of class, for example, when the students are having a classroom discussion or when they are writing their composition or even when the students are answering questions in class.5.1.3 Collaborative evaluation Both teachers and students will benefit from the classroom assessment because the students can get feedback to further improve their study and teacher will also gain feedback to make a change in their teaching and offer more instructional help to the students.Student portfolio is a wonderful way to do collaborative assessment.By using portfolios students collect their best assignments, reflect on their own study, thinking about their learning strategies, and assess themselves properly.The teacher helps and guide the students how to set up portfolios and how to assess the portfolios.In the process of collaborative assessment the students learn to manage their own study and become active learners and critical thinkers.5.2 Tools of formative assessment 5.2.1 Classroom observation

Classroom observation is fundamental technique to carry out all kinds of assessment and is a routine part of teachers’ work.It is the most basic means to assess the behaviors of teaching and learning of English language.In the view of Genesee and Upshur(2001;77), “observation is basic to assessing human skills and behaviors”.Using classroom observation, teachers can get an authentic view of what students have learned, of what learning strategies are helpful to the students and what are the students’ favorite classroom activities and learning contents.According to Genesee and Upshur(2001:77), there are two kind of observations: formal observation and informal observation.Formal observation can be used to record the students’ action, which is systematic and is conducted according to a standard.While informal observation refers to the observation of students’ behaviors and manners.Teachers seldom use formal observation to record the students’ actions, because it is too complicated to operate while the teacher is attending to everything else that is going on in the classroom.It is also a challenging for a teacher to be an observer.Generally speaking, the challenge of conducting classroom observation is to plan observation and record observations in a way that will be beneficial to both teachers;instructions and students’ learning.5.2.2 Recording classroom observations

Generally there are three ways to record observation: anecdotal records, assessment checklist, and rating scales.(Liu Shaobing, 2004:11-13).Which method is to be adopted depends on the purpose and the object of your observations.This paper will combine and modify the methods of recording observations in order that the English teachers can record observations in class conveniently and easily during the lessons.Anecdotal records are the records of the students’ behaviors, leaning activities or their progress etc, which are usually kept by teachers, the monitors or a trusted student by both teachers and students.These records can be kept when the students are doing their activities in class or kept after class if some students have no chance to participate in class activities.Teachers can design a particular table or form to collect information, thus making it easier to keep records of the students’ behavior in class than to keep records by describing the behaviors in sentences.Also, the records can be kept on the cards, on leaflets or in the notebooks for future analysis.It is suggested that students’ information can be lists in alphabetical order or by learning groups on the leaflets so that the records can be found easily.Checklists and rating scales are both techniques for recording observation.They are more or less the same, and they are both consist of some items, which are about specific aspects of students’ learning and teachers’ instructions.Checklists reflect students’ specific performance in a certain learning activity or task at a period of time.It is designed according to some specific criteria and is used to keep a record of some information whether the students has grasped some specific knowledge, skills and whether they have understood the appropriate procedure of dealing with a certain learning task.We can also keep record of the student’s attitude towards this task.By using checklists, the teachers and students can both find out in which aspect they have made progress and in which aspect they need to improve.What’s more, the format of assessment checklist should be well designed so that the teachers can feel it convenient and practical use.Rating scales are almost the same as the assessment checklist.Rating scales record a certain specific criterion that a student has reached in the given period and given task(Liu shaobing, 2004:11-13).Rating scales range from a score of “1”, which indicates that the student has not accomplished a certain specific task, to possibly a score of “3” or higher marks, indicating the student is excellent in this aspect.This type of observation technique can be used to rate individual topics and are sorted into several categories.Rating scales help teachers to make proper comments and judgments and develop the students’ ability in a specific task.Compared with anecdotal records, checklists and rating scales are relatively structured and close ended, they are especially of use for recording observations of specific classroom activities and the students’ performance in some aspects of a specific learning task, such as reading and writing ability.7 5.2.3 Journals Journals are written conversations between students and teachers.By keeping journals teachers have the opportunities to evaluate their students and see how well they express themselves in a second language.In the journals students can express their personal opinions freely in the second language without such pressure as in class.By writing journals students can give feedback to teachers about how they feel about their learning.The journals should be used to interact with the students and communicate with them, so it is important that journals should not be require to be well structured and teachers should avoid direct feedback to the student about the grammar mistakes in their writing or the contents of their writing.5.2.4 Portfolios

Portfolio, which is student-centered, is a very important and effective assessment tools in formative assessment.It is acting a more and more important part in assessing students’ performance.In a portfolio we usually collect students’ schoolwork which demonstrates their efforts, progress, and achievements in a certain area(Genesee &Upshur, 2001: 58).In other words, we can make an objective and comprehensive assessment according to the stuents’ schoolwork in the portfolios.So portfolios are of great value to the students and teachers.Through portfolios students can monitor.Control and reflect upon their learning.They can also identify their own strengths and weaknesses, set their own learning goals.Teachers should not lay emphasis on the mistakes they have made in their schoolwork.They should encourage them to do better in their work and make more positive comments on their work.The reasons why portfolios are adopted as an assessment tool is that it can really reflect the students’ learning process, the progress they have made.By using portfolios the students take an active in the learning process willingly.To ensure it can guide classroom learning effectively, teachers should make a systematical plan for making portfolios.What will be contained in a student portfolio is up to the teachers and the students.Generally there are students’ assignments, project reports, compositions, and examination papers.etc.According to Fred Genesee &Johan A.Upshur, we can keep the following items in a student portfolio: 1.Learning contract, study plan, learning logs, progress cards, etc.2.All kinds of forms of teacher-assessment and student-assessment, etc.3.Report of reflection on their learning

4.Record of personal learning activities, like their performance in reading class, reciting and role play in the classroom

5.Sample written assignments that students are most satisfied with 6.Exam papers with grades or teachers’ or students’ comments 7.Lists of books collected or made by themselves 8.Favorite works collected or made by themselves 5.3 Principle of formative assessment

In order to correct over-emphasis on summative and neglect to the formative assessment of tends, it is necessary for profound reform of the current evaluation system.This reform should reflect the overall goal of foreign language teaching.According to requirements of the “curriculum standards of ordinary high school English ”(trial version).Reform the existing evaluation system should follow the principles of the evaluation mechanisms for the teaching of the target service.5.3.1 科學(xué)性原則the principle of scientific

Primary and middle school foreign language learning evaluation includes not only language knowledge, language skills and overall communicative competence, but also include the student’s feelings, attitudes, values, learning strategies, cultural awareness and development potential in the learning process.Both formative assessment and summative assessment is to ensure that an important principle of scientific evaluation.The evaluation should include the test of evaluation and non-test of evaluation.Even in the test model evaluation should also pay attention to the ability to examine the actual use of language, and it shouldn’t emphasis examine language knowledge and language forms.In the test, hearing test, written test requires a reasonable proportion.Objective questions and subjective questions have a reasonable proportion.5.3.2 導(dǎo)向性原則the principle of orientation

Learning assessment is advantage of promoting achievement teaching objectives.Therefore, under the full attention evaluate students' language knowledge and language skills of the premise, to stress the importance of non-test-based evaluation---mainly formative assessment to promote students to maintain a positive attitude towards learning, the formation of effective learning strategies and have cross-cultural communication consciousness.And this is neglected precisely the one hand in the past.Thus, the evaluation of formative assessment should be in an important position, which is an important part of the implementation of Reform.Evaluation is necessary to focus on learning outcomes, but also pay attention to the learning process.The evaluation should have a dual function, both the selection function, and the function of development services for the students, who should be the focus of evaluation reform.5.3.3多樣性原則The principle of diversity

The principle of diversity evaluation form should be diversified, especially formative evaluation.Teacher evaluation is not only the students, but also a self-evaluation and co-evaluation of students.In the formative evaluation, the teacher should gradually change its role from “examiner” role gradually changed to cooperate with the students together to complete the evaluation of the role.Formative evaluation let student selective autonomy.Let students decide evaluation content, evaluation forms.Teachers do not always have uniform regulations.This will help the students to play creative and practical abilities.5.3.4 可行性原則the principle of Feasibility

Implementation of both formative and summative assessment, it is bound to break the pattern of the original evaluation.Therefore, in the operation to be considered simple, and don’t heavier burden on teachers and students.If the evaluation procedures, methods and standards made very complicated, so it is not only difficult to carry out, but the effect is not necessarily good.Because if the evaluation process is too complicated, it will make the people involved in the evaluation cannot be flexible and comfortable to operate according to the requirements, and even the evaluators have to fidget, it can impact assessment results.Even if the evaluation of programs and methods are very scientific, but if it is not well implemented cannot achieve good results, or even lose the evaluation of significance.Therefore, When the evaluation program developed and evaluated, it should be noted that the feasibility.[16]

Chapter six Conclusion

Compared with summative assessment, formative assessment pays more attention to the individual development is more humanistic.With the new assessment system, students show more interest in learning English.Not only do they master the knowledge and the skills of English, but also they foster the sense of cooperation and form the ability of self-study.Although this new form of assessment has not been widely used with this reason or that, its advantages have been seen by more and more educators.Especially as the English teaching in the context of Senior High, formative assessment should be well conducted to improve students’ comprehensive capability of English as the ultimate aim of our teaching.Through the application of formative assessment, there have been good outcomes emerging though problem and limitation still exist.Therefore, in the future teaching practice, some good result should be continued while problems should be discussed and corrected.Together with summative assessment, the researcher hopes formative assessment can really function as an aid to improve teaching efficiency and learning abilities.

第五篇：QQ英文網(wǎng)名

眼睛控 hea2t Love yesterday[情深昨日] Conquest MM。假動(dòng)作False act MiniMiss尐尐姐 None Aboriginal 土著居民 符咒 The devil◢ Forever丶信嗎 浮躁:unt1 ︶ㄣ淺唱輕荶じò ぴé 午夜埋葬者 ╮Darling Something Stupid The sky 天空 PINMEI valent °

like、n1 love、n1 邪惡太陽(yáng) KING 東窗 Gentle Moment ° 徹底的絕望℡ 塵埃落定 Somnr▼ Pebbles kevin Actual真實(shí)的

我是伱溫柔的baby Blessed 幸福 Passerby.路人 is you, ╰ Really 戀xīnwúyòng Ｘ-in 心悸︶ ωǒ單裑ろ﹑ ﹟那刻 D3 tong Iruri℡過(guò)客 半身Naked Serenity 寧?kù)o Someday ℡ Sunny ゛ ミ﹏-Escape° 女人味 | Charm Really myself 真的自己 mimzy_yo |▍ocelot 樣兒 Cpomlも If I Were A Boy 莫扎特丶Loney Aomerrt“

peek-a-boo 躲貓貓 失憶 Dreams▼ Scar.疤痕。

Lost heart hurts失心而疼 Jar of love Time.時(shí)光

各自安好゛Elope solely Allure Love傾城戀 愛(ài)情 swindler° cruel 夜貓

女王(Queen)ゆ性 Beggar 乞丐 Poker Face＂ Lost.迷失。

Temperature゜(溫度）hate you love me my、zy never°

Mr.〢、低調(diào) 喜歡D.Oi ￡Sky★king彡 The bone [刺骨] Sunshine’此愛(ài)不售 Ghost゜湛藍(lán) fear.（恐懼）

Trouble Maker 麻煩制造者 Soul love* 靈魂之愛(ài) 塵埃落定 Somnr▼ Good boy 好男孩

STRAWBERRY（草莓）￡Darcey★依賴彡 Crystal numb.（麻木）Bubble.泡沫ξ G.dragon°

姿色 Amor゜ Ponnenult□舊時(shí)光 時(shí)光紀(jì) Bound っ EXO。相愛(ài)吧 做我的王@EXO 黛文 Make-up ≮Azrael★柒歲≯ Amoro涼歌

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lullaby（催眠曲）poison 寶貝° ゜vitamin維他命 Tears smile。笑著哭 Kiss丶靚妹～ Deprecating。（自嘲）Tenderness°冬夏莫涼 elaborate.(敷衍)Kris 教主范er 這為chen迷 _____Always 秀man zise.La Song@ SCUMBAG（人渣）Three Days（危情三日）愛(ài)HUNHAN，不解釋i showtime2呀！Lure Over Love.Afraid 害怕 Ruthless 無(wú)情

Tenderness°冬夏莫涼。Ａliveㄣ

oo-┈→Danica℡~ Superwomen 女超人 世勛超人biubiubiu!Love yesterday[情深昨日] Roue.（備胎）咆哮。exo。EXO心臟

?陌生情、Ren 大boss！Boom﹌

Gong on╯寂寞 放縱 crooked°

imprinting°（印記）Tao呀!missing you 我會(huì)爆炸喔!Boom 作業(yè)是個(gè)打不死的BOSS TAO呀我是鬼〃 撲倒EXO!stealth o 隱身

Bury the heart 冰釋的心 簡(jiǎn)·姬 KITON 心控 2/2star° wifi 我愛(ài)你 Dying [逝去] Justin Drew Bieber Rainbow（彩虹）Prick[芒刺] You are the sun 你是太陽(yáng) Calm°微笑

Cold-blooded 涼薄 Still my heart(還我心)soul 靈魂

Autism 孤獨(dú)癥 ア顆心ˉ Broken 人情味ˉ Humane clown(小丑)Ade（再見(jiàn)）

玩Flappy Bird你會(huì)瘋i ABANDON, [放縱] chanyeol 如初heart 無(wú)謂 MaTure° solo、刻骨銘心 peek-a-boo 躲貓貓 Fairy°好菇?jīng)?You 算 What Apicallover(心尖愛(ài)人)ι 溫淺 suk Acardia 無(wú)心

I expect。我在奢望 ㄗerdita 失去的 Powerful-Treasure 木魚(yú), With you.Flappy Bird MdENY 勿念# Sea Goat 摩羯座 china馳名商標(biāo) ァ Promise 丶陌影 Provence つ 暗眸° GD is GOD Cry with smile(笑著哭)buried（埋葬）Green friends(綠朋友)Really.深愛(ài)成傷 離島║Bombastic Oboe(歐巴)shine 發(fā)光

he is faith.他是信仰 偽戀°Unwanted 做個(gè)GOOD BOY Love Song@ EXO、吥変De垨堠-So Cool 各自安好゛Elope Ι Believe ゝ Baekhyun.邊伯賢 breathless停止呼吸 The actor [戲子].· turbine°（渦輪）Govern(統(tǒng)治)See sea Because of love因?yàn)閻?ài)情 Stupid°笨蛋

Behind the mask 面具之后 Datyra.曼陀羅

moment°瘋掉的記憶

天空中蔓延：Mail message you know,開(kāi)學(xué)來(lái)了 毒魂SHOOT，Under Taker（送葬者）skyblue°天空

EXO‘詩(shī)心、萌Star _YouIs.逗逼~ Explosion°[爆炸] _______struggle゛懵懂ッ [Rosy]亮眼 If I Were A Boy M&K!Smlie︶尐晴天° 誰(shuí)是我的only one 大扎歐巴blingbling!Belieber , EXO 羞 time~~ Castle 城堡 I will miss you...°Destiny The star"星星 我會(huì)放電palapala We are young GG Bond @（豬豬俠）Weirdo(怪人）

Luminary@（發(fā)光體）Show time!Final°Analysis 致命愛(ài)人 Wingman 僚機(jī) Arbitrary 隨心所欲 °Destiny 命運(yùn) ◇◆、CHEN控 ゛ is you, 世勛萌obai 萌萌的大Chen°子 EXO≠LOL 不滅的光-Baek Friendshi消逝 Persistent慕拉 Chowhound 吃貨 I.believe.?﹏じò ぴé╰EXO ア紙荒年 Trace。A°Curtain 私念 EXO，久伴 Darling晚安° Promise°魅眸 づHeaven song Spa佛跳墻

EXO、莪稀飯你 Exo、你們是永恒

唐詩(shī)表演法則 showTime mmmmm°離殤魅 gorgeous丶傾國(guó)傾城 Laege°殘爺 queen.女王 Aries°氣質(zhì) Fairy°好菇?jīng)?/p>

゛Memor°情若寒ご Sadness″逝言 Autism゛陌亡 One of a kind 我會(huì)發(fā)光BLingBLing!CHENCHEN bigbang我們的信仰 Lover中間有個(gè)over.Forget°

Review。舊愛(ài) fox spirit！狐貍精 Proud queen 驕傲女王 Amice丶回憶說(shuō)晚安 quite、完美 Iruri℡過(guò)客

Waitingっ 等待.堇色安年Search% Black Knight舊人 moon 離ㄨStarノ傷 destiny 承諾 失魂人* Pugss Deep love 深愛(ài)

Aagle丶black的回憶 promise°缺口フ 溫眸 indu1geゝ▓ Love``xo 想kimi了

Bigbang你會(huì)發(fā)光@ remember me、LOL是小三

心動(dòng)則痛 Oath° Demon、微光 小鬧心° Forever 愛(ài)情 swindler° 釋?xiě)选?Believeゞ Alone*#寥落

Tobeloved.被愛(ài)。Only you 的世界。血色天堂Heaven Hell ?First dream＂初夢(mèng) Artistic」失心瘋 亂情°Guetse-本命-EXO Forever`ㄋ`淡墨℡ Pure man Kris帥呆啦

Angela拜拜嘍@ kimi小可愛(ài) the fox！

Shouting°甜蜜 我是大Boss！what about 愛(ài) piapiapia~ Lost heart hurts失心而疼 Comair、圣珂 小超人kimi@ AyoM 麥兜

Really myself 真的自己 Se Hun灬丶小萌貨 暖男，sunshine° Vizards微笑

in the future 在將來(lái) 巴黎左岸° Proven Esacpe°生亦何歡 ~HeYの鉄鎷

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Do not weak（別軟弱）Existence°魚(yú)

AMNESIA~失憶癥~ ? Extreme゜虐心 wifi是我愛(ài)人％ Bitch and dog Wish Roar & 咆哮

Living very tire活著好累 Do not Fool Me（別騙我）Dandelion° EXO °my love Christmas Day suehoo 灰暗

Autism゛孤獨(dú)患者 Winter.承諾≈ Winda 放肆青春 我愛(ài)英文！D.O Mole 淚痣

Time lover(時(shí)間戀人)laugh line 笑紋

丿zoom悲殤入侵灬-KRY-┃ 控 <尊 貴> oye kissぅゃsj 酸suan甜tian≧-≦ breathing(呼吸)My heart（我的心臟）二分之ア夢(mèng)°Paris Dounp ||回憶。Understand◇ 萌baby！

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Go over 重溫︴︴ Waiting 等待。Price Tag°

beyond丨極限重唱ensemble ℡ super丶瑞士糖

LOVEの嘿嘿，陪我灬 boarse 孿生花·Forsake 符咒 The devil◢ Clearlove 妹貓Temptation丶 Heart Attack EASON ┟Escape Pure ×__陌路 Aomr゛心渃相依゜ Perfect″—完美 心態(tài)-Hoid 粉豹芭比GIRL Our song 丨Nice丨兄弟情灬 花未眠丶Fchen Unknown Lover 未知愛(ài)人 Exo Show Time 丿曖昧灬Forever Laugh away wifi是我愛(ài)人％ 丶Fireu丨c夏末 森系style らforget゜舊事 Deep space.深空。chains 枷鎖 twilight 暮年

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summer-空心° ﹏souven°文字控 @唯愛(ài)Cindy For丨丶Tomorrow lose and dream 傀儡 crossing out° Time no heart.っ、Hunmanlife丶余溫c Deep love me@ Amour″暮想 亡命-destructi sky★血狼

Long ago（很久以前）charm丨灬夢(mèng)之隊(duì) ∑gray°魚(yú)ル 丿glorious灬永恒 quiet丿

丿star炫love綠茶 偽裝-2cr° p._苯苯豬-▼Just for you spark°

_Edmundゞ似懂非懂 àī ωǒ Ьīé zǒu _______struggle゛懵懂ッ AI や茜

∫_SUYAN丶蘇煙 one丶piece丿r Edinburgh°南空 色彩控FA90N Your lies 你的謊言 煙祭smoke 丿bubble丶車隊(duì) 丿death丨丶車隊(duì) 2yscw丶晴子 Girlfriends°微笑

Wedding dress（婚紗裙）Forget it @ prisoner of love * kimi style Trouble Maker 丨Team丶舞灬星辰 Tears illusion lack of love（缺愛(ài)）大黃鴨GAGAGA！wolf B_IGBANG無(wú)敵 Last Kiss.Long time no see °Distance（距離）History Lonely丶小妞 Tell Me Why funny vows Murray ゛Edwad?過(guò)客 丶巛顛峰灬☆Team 丨Vampire丶永恒 ツ從love變成hate# one life one love Boom!遺忘.Forgotten.繁華、Curtain ゆ 碎碎念 whisperCoCo 小姐 Dream゛情? Kill Heart°舊城