Research On Formative Assessment In Secondary Vocational School English Teaching

English is a compulsory public basic course in secondary vocational schools. The evaluation is the starting point and destination of English teaching. It is an important standard to test the quality of teachers’ teaching and students’ achievement. For a long time, both educators and teachers generally use termination evaluation. The "excellent students", "top student" in the eyes of teachers, parents and peers is the end product of the evaluation. However, we are increasingly aware of this evaluation approach ignoring the growth and progress of the students themselves. As a result, their aims of learning English are to achieve high scores or admitted to a certain key university.Obviously, students have little English learning interest and enthusiasm, so in vocational schools, students weariness is very common.At the same time, with the deepening of the reform of English teaching and the implementation of the teaching syllabus of the new secondary vocational school,English educators are eager to realize that the traditional evaluation method can not meet the needs of teaching and the development of students. To change the situation,we must set up a new evaluation system. Formative assessment focuses on the overall development of students and focus on the whole process of students’ development.It has a variety of evaluation forms for students in all aspects, which pay more attention to students’ learning needs, learning motivation, learning motivation, cooperative spirit and so on. Therefore, it is necessary to carry out formative assessment in English teaching in secondary vocational schools.On the basis of the research results of other people, the paper adopts the method of combining theory and experiment to take the formative assessment in English Teaching in vocational school. The research object of the experiment is two parallel classes of a vocational school in Laizhou City, Shandong Province; one class is the experimental class and the formation of the experimental class. Mainly through four aspects for implementation:(I) The combination of teaching and learning in and outside the classroom, stimulating students’ interest in English learning, cultivating students’ autonomous learning ability;(II) the evaluation of learning attitude and learning habits,the use of self rating, his comments and teacher evaluation;(III) Listening, speaking as the basis skills,we aim to improve the comprehensive ability, not using score to evaluate students(IV) portfolio evaluation of the whole process of the development of students records.The author through the the experiment shows that the formative assessment of English Teaching has a very positive impact in the acquisition of language knowledge in the secondary vocational school, while the experimental class in English learning interest, learning attitude and self learning has been greatly improved. However,formative assessment also encountered some problems and difficulties in the implementation process. Such as: the formation of the evaluation affected by many factors, many dimensions which are difficult to control; in the formation of the implementation process requires a lot of teachers, etc. In the end, the paper discusses the problems in the process of the experiment in order to make further research.