DOI: https://doi.org/10.61957/joerai-20230216

Title: The Implementation of Formative Assessment in the Teaching of CET-4 Paragraph Translation

Author: Shiyun Yan

Abstract

The translation content of the latest CET-4 involves the economy,history,culture and social development of China. The score for the Chinese-English paragraph translation was adjusted to 15%, which is equivalent to the score for the composition. However, the current teaching methods and teaching assessment mechanism of college English translation teaching need to be adjusted as soon as possible to meet the requirement of CET-4 translation test. The adjustment of translation in CET-4 makes English teachers attach importance to college English translation teaching and constantly study and explore new teaching methods.The research group intends to apply the formative assessment mechanism to college English translation teaching in order to promote the quality of it. The research mainly applied formative assessment to college English translation teaching by combining comparative study and empirical study. It compared and analyzed the learning interests, cooperative learning and achievements of the experimental class and the controlled class which were selected as research objects. Our purpose is to study the practical significance of the implementation of formative assessment to college English translation teaching. The result showed that the implementation of formative assessment in English translation teaching provides a fundamental guarantee for college English teachers to do well in English translation teaching. This paper will discuss the role of formative assessment in promoting college English paragraph translation teaching.