2012年5月8日，山西大学将迎来110年校庆。为了隆重纪念母校110年华诞，系统展现近年来山西大学创造的优秀学术成果，编者决定出版这套《山西大学建校110周年学术文库》。

《形成性评价在中国之原理政策及实施--基于英语学科的社会文化视角》(作者陈秋仙)是其中一册，设探讨形成性评价在中国之原理、政策及实施，其宗旨是为形成性评价在我国的有效实施提供实证性借鉴。

《形成性评价在中国之原理政策及实施--基于英语学科的社会文化视角》(作者陈秋仙)探讨形成性评价在中国之原理、政策及实施，其宗旨是为形成性评价在我国的有效实施提供实证性借鉴。它以教育部2007年颁布的《大学英语课程教学要求》中提出的课程评价新政策为基点，并以从第一线收集的实证性数据，调查研究了形成性评价在两所大学中的实施状况。该研究采用的是定性的研究方法，以一个重点大学和一个非重点大学为案例，数据源广涉学校的高级管理者、教师及学生，有个人及小组访问、课堂观察等数据收集方式。该研究在了解形成性评价实际实施状况的基础上，从社会文化的视角分析了在中国的特定情境下影响形成性评价实施的各个主要因素。

《形成性评价在中国之原理政策及实施--基于英语学科的社会文化视角》可为国家和学校层次的英语教育政策制定者提供参考意见，也可为高等学校及其他层次的英语教师的课题评价行为做出切实的指导。此外，从研究的角度讲，本书也适合博士、硕士研究生及本科生阅读。

总序

Preface

前言

Abstract

Chapter I An Introduction

1.1 An Assessment Policy Change in a Changing Climate

1.2 Background

1.2.1 A changing climate

1.2.2 EFL education in an era of globalization

1.2.3 College English, the tertiary EFL education, in a changed context

1.3 Context

1.3.1 Cultural context

1.3.2 Disciplinary context

1.4 Methodology

1.4.1 Research questions

1.4.2 A sociocultural perspective

1.4.3 A case study approach

1.4.4 Data and sources

1.4.5 Analysis

1.5 Outline

Chapter 2 Case Study One: Key University (KU)

2.1 Institutional Level Responses

2.1.1 Profile

2.1.2 Changes to the institutional assessment policy

2.1.3 Discussion

2.2 Teacher Level Responses

2.2.1 Teacher profiles

2.2.2 Teacher perceptions

2.2.3 Teacher understandings of the policy change

2.2.4 Assessment practices and procedures as enacted by the teachers

2.2.5 Discussion

2.3 Student Level Responses

2.3.1 Student Profiles

2.3.2 Student perceptions

2.3.3 Assessment practices and procedures as experienced by the students

2.3.4 Student responsive behaviours

2.4 Summary

Chapter 3 Case Study Two: Non-Key University (NKU)

3.1 Institutional Level Responses

3.1.1 Profile

3.1.2 Changes to the institutional assessment policy

3.1.3 Discussion

3.2 Teacher Level Responses

3.2.1 Teacher profiles

3.2.2 Teacher perceptions

3.2.3 Teacher understandings of the policy change

3,2.4 Assessment practices and procedures as enacted by the teachers

3.2.5 Discussion

3.3 Student Level Responses

3.3.1 Student profiles

3.3.2 Student perceptions

3.3.3 College English assessmenf as experienced by the students

3.3.4 Student responsive behaviours

3.3.5 Discussion

3.4 Summary

Chapter 4 Cross-case Analysis

4.1 Institutional Approaches to the Policy Change

4.1.1 Interpreting formative assessment

4.1.2 Weightings for process assessment

4.1.3 Flexibility allowed to teachers

4.1.4 The positioning of CET4 at the institutional level

4.2 Teachers' Understandings of the Assessment Policy Change

4.2.1 Awareness of the formative assessment initiative

4.2.2 Awareness of the changed status of CET4

4.2.3 Training and professional knowledge

4.2.4 Understanding formative assessment

4.2.5 The role of CET4

4.3 Teachers' Assessment Practices

4.3.1 Alignment of process assessment practice to the institutional polio

4.3.2 Assessment for formative purposes

4.3.3 Engagement with CET4

4.4 Students' Understandings of the Assessment Change

4.4.1 Awareness of the incorporation of process assessment

4.4.2 Awareness of the changed status of CET4

4.4.3 Understanding of process assessment

4.4.4 The roles of CET4

4.5 Students' Responses to the Assessment Change

4.5.1 Experience of process assessment

4.5.2 Formative assessment

4.5.3 Responses to CET4

4.6 Discussion

4.7 Summary

Chapter 5 From the Situated Community of Practice

5.1 Communities of Practice

5.2 Negotiated Meaning of Process Assessment

5.3 Factors Mediathing Teacchers' Negotiation of Meaning

5.3.1 Process assessment policy

5.3.2 Professional training in assessment

5.3.3 Teacher' prior experience

5.3.4 A demand for objectivity in assessment practices

5.3.5 Teacher/student relationship

5.4 Factors Mediating Students' Negotiation of Meaning

5.4.1 Students' prior experience

5.4.2 Focus on summative outcomes

5.4.3 Uses and Consequences

5.4.4 Developing a new identity as learners

5.5 Conclusion

Chapter 6 Implications

6.1 National level policy

6.1.1 Policy representation

6.1.2 Training

6.2 Institutional level policy

6.2.1 Policy delivery

6.2.2 Policy implementation

6.3 Teachers and teaching practices

6.3.1 Professional learning

6.3.2 Constructive feedback that aims for improvement

6.3.3 Transparent criteria

6.3.4 Involving students in assessment

6.4 Students and English Language Learning (ELL) Practice

6.4.1 Focus on EFL rather than assessment

6.4.2 An active role in assessment

6.4.3 Perceiving teacher as guide and scaffolder

References

Appendices

Appendix A Senior Administrator Interview Schedule

Appendix B Teacher Interview Schedule

Appendix C Student Interview Schedule

Appendix D Classroom Observation Schedule

Appendix E KU Teachers' Assessment Procedures

Appendix F KU-T1's Record Sheet

Appendix G NKU Teachers' Assessment Procedures

Appendix H NKU-T2's Record Sheet