Study On Application Of Formative Assessment In Senior High School English Teaching

The present approach of assessment in high school teaching in China mainly manifests itself in summative assessment,which is to take the students' results in final examinations as the ultimate criterion,neglecting the application of language itself and the improvement of practical ability.In view of the existing drawbacks of the current summative assessment in English teaching,in this paper,the writer applied formative assessment to the high school English teaching practice.On the basis of High School English Curriculum Standard,and from the perspective of the task and target required in high school English teaching,the author presented the main research questions as follows: Firstly,can formative assessment promote the students' learning interest and attitude? Secondly,can formative assessment establish better learning strategies in students? Thirdly,can formative assessment improve the students' academic achievement in English?The participants in this research were 108 students from two classes in Senior Grade One of Weifang Middle School enrolled in 2015.One of the classes was experimental class with 55 students,the other was control class with 53 students,and in the process of the experiment,formative assessment was adopted in the experimental class in the three aspects of the language knowledge and skills,interest and attitude in learning,and learning strategies,while in the control class,the traditional summative assessment method was used.For pre-test,the high school entrance examination paper is used and tested by the unified organization of the school examination;so as to get the results in English test of students in the experimental class and that in the control class before the experiment.Questionnaire survey is undertaken in the same environment and conducted collectively with the help of the teachers in the school multimedia classroom.The survey focuses on understanding the students' learning attitude,learning interest,learning strategies and emotional experience in the learning process before the experiment.After one semester of research,students in the experimental class and control class are requested to take a questionnaire survey and a post-test again to provethe influence of the formative assessment on the students' learning attitude,interest,learning strategy and academic achievement.The methodologies that this research mainly adopted were literature research,experimental method,questionnaire survey method,interviews and other research methods.At the end of the experiment,the data of tests before and after the experiment,questionnaires and interviews were collected.The SPSS13.0 software was used to carry out independent samples T test to analyze the results of academic achievement and comparative analysis of questionnaires was also carried out by EXCEL.The research shows that after the implementation of formative assessment,students have changed their attitude to English learning,increased their interest in learning English significantly,enhanced their own confidence in deciding their own strategies in English learning;and in the meanwhile,students' proficiency in English has been improved evidently.The result of the research proves that formative assessment is effective in inspiring students' interest,building up their learning strategies,promoting an active learning attitude,and helping them make a better academic achievement.At the same time,there still exist some limitations in the practice of formative assessment.For example,teachers need a lot of preparatory work;the students should spend more time participating in this evaluation;so there's some difficulty in practicing formative assessment in high school teaching under the current college entrance examination system,which has a relatively large influence on the implementation of formative assessment.