| 1. | At shanghai world foreign language primary school we have both formative and summative assessments
在上海市世界外国语小学，我们既有形成性评价也有终结性评价。 |
| 2. | Summative assessment is the attempt to summarize student learning at some point in time , say the end of a course
终结性评价试图总结学生在某一时间点的学习，如学期末或单元末。 |
| 3. | Pyp evaluation system balances elements such as knowledge , concepts , skills , attitudes and actions . formative and summative assessments occur continuously
建立pyp课程过程评价体系，平衡知识学习、技能培养，态度养成等要素。以过程性评价为主，终结性评价为辅。 |
| 4. | In contrast with the summative assessment , the formative assessment system is one of the humanistic assessment methods to dig out the students ' potentials and to improve the students ' studies
形成性教学评价对学生的学习过程进行的评价，旨在确认学生的潜力，改进和发展学生的学习。 |
| 5. | With the comparison on the use of both formative evaluation and summative assessment in college english teaching , the advantages of formative evaluation is dealt with
通过对比两种不同的教学评价方式重结果的终结性评估和关注学习过程、关注学习行为的形成性评估，阐述了形成性评估的优越性。 |
| 6. | This experiment has proved that the incorporation of formative assessment with summative assessment is a solution to the negative backwash caused by the current assessing system
改革实验证明：实行形成性评价无疑是改进现存评价体系，克服以终结性评价为主的考试制度的负面效应的一个重要措施。 |
| 7. | The curriculum also advocates the diversity of evaluation forms , and supports the combination of formative assessment and summative assessment . such evaluation will benefit the development of the students
在评价的态度方面， 《英语课程标准》强调学生在评价中的主体地位，提倡评价形式的多样化，认为应将形成性评价与终结性评价相结合。 |
| 8. | Traditional summative assessment values result more than process , knowledge more than quality , and selection more than encouragement . this kind of assessment cannot encourage the students " studying enthusiasm or motive . it can not bring the activity , creativity or initiative of the students into full play
传统的终结性教学评价方式重结果、轻过程，重知识、轻素质，重选拔、轻激励，不利于激发学生的学习积极性和动机，阻碍了学生在学习中主体性、能动性和创造性的发挥，使我国英语教学陷入了应试教育的怪圈。 |
