一、大学英语教学中过程性评估与终结性评估相融合目前对教学评估模式多数仍停留在以分数为主的评估上,即只重视可测量的外在的行为目的,而不注重对学生的学习过程的评价,也缺乏对学生思维的创造性和多样性的考虑,因此并不能充分反映学生实际能力。这是目前大学英语教学和测试中存在的严重缺陷。近年,形成性评估已经引起了国内外学者的广泛关注。形成性评估是对学生的学习过程进行的评估。 First, the integration of procedural assessment and summative assessment in college English teaching At present, the majority of teaching evaluation model still remain in the assessment of the score-based, that is, only pay attention to measurable external behavior, rather than focus on the students Evaluation of the learning process, but also the lack of creative thinking and student diversity considerations, it does not fully reflect the actual ability of students. This is a serious flaw in college English teaching and testing. In recent years, formative assessment has attracted wide attention from scholars at home and abroad. Formative assessment is an assessment of the student’s learning process.