A Study Of Formative Assessment In Senior High School English Teaching And Learning

With Chinese economic developing rapidly and globalization deepening, demand for high-qualified English talents is increasingly urgent in our country. English teaching in senior high school is the key link to cultivate and output English talents, and students’ academic assessment is an important factor to influence English teaching and learning.Academic assessment has been one of the most important research topics in the field of scientific research in modern education. The concepts and modes of academic assessment have experienced many changes. At present, formative assessment is a significant category in academic assessment theories. It is regarded as a mainstream evaluation method. Its theory has been recognized publicly. In 2001, Chinese department of education promulgated English Curriculum Standard which advocates combining formative assessment and summative assessment, not only focusing on results, but also on process and giving priority to formative assessment. Formative assessment can promote students to develop in an all-around way and pay attention to students’learning activities. The purposes of formative assessment are to discover each student’s learning ability, improve and strengthen students’ learning methods and provide teachers for valuable feedback information. However, Chinese English teaching in senior high school still uses summative assessment widely, and academic assessment still has many problems.In the first place, this paper begins to introduce the background information of the study and the purpose of the study. Then, the author raises some questions. Then the author presents literature review. The author also gives a review about the functions of formative assessment and some concrete methods.In the second place, the author did a research in order to answer above questions. The author carried on the questionnaire and interview towards teachers and students. Then the author got the results and did the data analysis. The results of the study indicate that English teachers have some mistakes in evaluation content, evaluation method, evaluation subject and evaluation feedback. Although teachers have realized that they should use formative assessment in the process of English teaching, they still give priority to the traditional way of summative assessment and students’dominant position in formative assessment has not been shown completely. The author discusses the results, reasons and puts forward some possible solutions, in order to make teachers evaluate students more effectively.