2011 3 Jul 2011

Foreign Language Testing and Teaching

H319 A 2095 1167 2011 03 0039 11

Abstract The paper reports on an exploratory study on how to make a formative assessment of the course on reading
and evaluating research papers Based on the key features of formative assessmentthe researcher developed a theo-
retical model for assessing a postgraduate course There are three key phases in a cycle of formative assessment set-
ting up goalseliciting learning evidenceand providing feedback The goals must be adequatereasonable and ob-
tainable The learning evidence is expected to be systematic rather than fragmentary and one-dimensional The feed-
back needs to be given by both students and the teacherin an interactive manner Based on the three key phasesa
formative assessment has been made of the course in the past two years The practice shows that formative assessment
has improved the effectiveness of the course
Key words graduate education formative assessment learning evidence chain double-subject feedback

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1 WigglesworthG StorchN 2009 Pair

versus individual writing Effects on fluency 1
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complexity and accuracy Language Testing26 2
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2 ZarevaA 2010 Multicompetence and L2

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3 Benson P 2010 Teacher education and

teacher autonomy Creating spaces for experimen- 2
6 7 tation in secondary school English language teach- 3
14 3 259
ing Language Teaching Research 1 2
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4 ParkS 2010 The influence of pretask in-

structions and pretask planning on focus on form
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Black William 1998
Buck Trauth-Nare 2009 Black William 2009

Buck Trauth-Nare 2009
Ruiz-Promo Furtak 2007

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What are the research questions i e general questions and specific questions
1

What are the variables Please specify independent and dependent variables if needed be
2

Why should this study be carried out Give justifications for the need for the study
3

4 How was the study carried out Describe the research design

5 What are the research findings

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3 5
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Is the title proper or not Does it cover the most im-

Is the topic of originality Are the questions signifi-
1 1 portant information about the study
cant

Are the investigated variables properly defined Are

Is the abstract well-written or not Does it include re-
the investigated variables properly measured Is there
search questionsresearch methodology and the major
any problem with the instruments for measuring the
2 2 findings Are the keywords well-selected
variables

Does the researcher control the intervening variables in
relation to the participants Is their language proficien-
cy at the same level Is their proficiency measured ad-
3 3
equately structure
Is the paper well-organized Please check the head-
ings at different levels Are these headings logically
linked Are they in the same type of grammatical

Does the researcher control the intervening variables in

relation to the process of data-collection How about How about the introduction Does it address the topic
the environment where data was collected How about 4 directly Does it attract the reader
the procedures for data-collection How about the per-
sons responsible for the treatment Do the persons
show any significant differences that might affect the
4 results Have the experimental group and control group Does the literature review clearly explain why this
got the same amount of learning time study is necessary Does the literature review provide
the reader with sufficient background information to
5
understand this reported study

Does the researcher analyze the data properly Are the
statistical procedures appropriately chosen How about
its reliability In the qualitative studyis there any er-
5 6
ror in categorization ta-analysis
Is the research design clearly and completely de-
scribed Does it include sufficient information about
the participantsinstrumentsdata-collection and da-

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Are the research questions fully answered in the sec-

tion ofResults and Discussion Are the results ex-
In the quantitative studyare the results correctly in-
plained Are the tables and figures used properly Is
terpreted Can the conclusions be drawn from the re-
6 7 there any error in the figures
sults

In the qualitative studyare the results based on the

Are there any implications in the concluding section
evidence Are the interpretations logically sound Does
Are the implications directly related to the results
7 the researcher have any bias 8

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1 Black P Wiliam D Assessment and classroom learningJ Assessment in Education PrinciplesPolicy

Practice19985 1 7 74
2 Black P Wiliam D Developing the theory of formative assessmentJ Educational AssessmentEvaluation
and Accountability200921 1 5 31
3 Buck G A Trauth-Nare A E Preparing teachers to make the formative assessment process integral to science
teaching and learningJ The Journal of Science Teacher Education200920 475 494
4 Ruiz-Primo M A Furtak E M Exploring Teachers' informal formative assessment practice and students' under-
standing in the context of scientific inquiryJ Journal of Research in Science Teaching200744 1 57
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