The Research On The Influence Of Formative Assessment In Oral English For High School Students

For long time, summative evaluation has been the main evaluation method in teaching evaluation system in our country, and a student’s testing scores have been regarded as the final assessment criteria to select students. English teaching is no exception,so some students study English only to pass exams or proceed to higher schools,they focus on memorizing language points but neglect the importance of improving the ability to use the language. Apparently, summative evaluation overemphasizes the importance of scores and ignores the evaluation on students’ creativity and subjectivity in the learning process, which will undermine students’ motivation to learning. Therefore, it’s necessary to establish a new evaluation system to promote constant development of students. Formative evaluation is different from traditional evaluation; it pays much more attention to students’ learning process. The purpose is to dig out the potential talents of students, and to improve students’ learning methods and provide the feedback for teachers. According to the English Course Criteria, teachers should promote the combination of summative and formative assessments and attach importance to the learning process as well as the final result. Speaking ability is considered as an important part in the English teaching at high schools. However, most junior high school students still feel that it is really difficult to communicate with others in English. This thesis attempts to expound how to apply formative evaluation to high school English teaching. This thesis consists of five chapters. In Chapter 1, it introduces the background of the study; the purpose and significance of the study. Chapter 2 introduces the definition of educational evaluation; the definition of formative evaluation; previous study at home and abroad and the theoretical bases of formative evaluation. In Chapter 3, the author explores how to carry out formative assessment in high school English teaching by means of experimental research. This chapter includes the principles, ways, tools and contents of formative evaluation. Chapter 4 analyzes the statistical results. Chapter 5 expounds the enlightenment of the research. It also presents the limitations and suggests solutions to the problems in applying formative evaluation. The experiment indicated that the new evaluation system is good for students to acquire knowledge; the teachers can know what the students need in order to change teaching methods which is good for teaching. So the class becomes lively, flexible and efficient, and the process of learning and teaching has been promoted.