A Multi Level Formative Assessment of Autonomous College English Learning Based on Analytic Hierarchy Process

Abstract

Autonomous learning as a part of college English teaching system has long been a focus for the researchers. The important key to the autonomous English learning is autonomous learning ability. It is an urgent need to establish a reasonable and feasible system to evaluate the autonomous ability with some objective methods. On the basis of literature analysis and questionnaires, a multi level formative assessment scheme different from examination evaluation is designed to monitor autonomous learning ability. The weight of each evaluation index is more objectively determined though analytic hierarchy process than expert scoring method. In the teaching practice, surveys have shown that this multi level formative assessment scheme can improve the objectivity and satisfaction of the evaluation, and the autonomous learning ability is improved by multi level indexes.