An Empirical Study On The Effectiveness Of The Formative Assessment To English Grammar Teaching In Middle School

English curriculum standards of compulsory education(2011)has pointed out that assessment is a vital part of English curriculum.The Scientific assessment system is an important guarantee to realize the curriculum objectives...The assessment system should be based on the combination of formative assessment and summative assessment,which not only focuses on the process but also pays enough attention to the results of achieving a harmonious and unified evaluation of the students’ learning process and learning results.However,our country is influenced by the exam-oriented education and the traditional conception of talents,the evaluation method of education focuses on the summative assessment.The so-called "a test set for life" is one of the shortcomings of summative assessment.The author started from the new curriculum standards and the current reality of English classroom evaluation methods in junior middle school,and based on the constructivism theory,meta-cognitive strategies and humanism theory to give some opinions and suggestions for the practice of our current English grammar teaching in junior middle school.After the unremitting efforts of domestic and international education experts,formative assessment has achieved some certain results,however,it is just started in the specific area of English grammar teaching.The author has tried to analyze and research the following questions by this paper:1.What is the current situation of English grammar learning in junior middle school?2.Based on the questionnaire,grammar tests,interviews and portfolio,does formative assessment play an active role in English grammar learning in junior middle school?3.What are the principles in implementing the formative assessment in junior middle school English grammar learning?This research has selected 60 students in two natural classes of Huludao Secondary School Affliated to Teacher Training Institute in Liaoning Province as the research subject,and divided them into a experimental class and a control class.During the research,the experimental class used formative assessment to evaluate,while the control class still used traditional assessment in class.On this basis,the author used the comparative experimental method to carry out the formative assessment to teach grammar for the period of eight months.The author made a questionnaire and pre-test about the grammatical competence of two natural classes before the experiment and explained the knowledge and requirements of formative assessment to the experimental class in detail.And after the experiment,the author made the post-test for the two classes.After the pre-test,the post-test,and the questionnaire,it can be seen that before the experiment,the students’ grammar competence of two natural classes had no significantdifference,however,because of the effect of formative assessment,comparing to the control class,the grammar competence of experimental class students has made a corresponding progress,and at the same time,the usage of formative assessment also has improved the students’ learning interests and motivation in English grammar learning.Through the relevant research and analysis,it has showed that the formative assessment can promote the junior middle English grammar teaching to some extent,and it can help enhance the junior middle school students’ English learning interests so as to improve the achievements of English grammar.I hope that the front line teachers can realize the functions of formative assessment in English grammar classes by my research and collect massive power to carry out the formative assessment in a better way.