On The Application Of Formative Assessment In Senior High School English Reading Teaching

Reading is one of the five basic skills and it is also one of the most important forms of language input.Most of the researches now are about the strategy of how to improve English reading performance under the current summative evaluation,while ignoring students' interest in reading.How to effectively cultivate students' interest in English reading,and form good reading habits is worth thinking.Since summative assessment fails to do it,other ways of assessment should be applied in English reading teaching to arouse students' interest in reading and help them form a good reading habit.As a way of evaluation,formative assessment differs from summative assessment in that its aim is to diagnose problems existing in the learning process and provide effective guidance for students.The New English Curriculum Standard for senior high school clearly points out that “ It is essential to establish a diversified and open evaluation system,to make evaluation a part of teaching.The combination of formative assessment and summative assessment should be used to evaluate students' comprehensive language competence,their emotions,attitudes and values in the course of their study”.In this thesis the author studies on the application of formative assessment in senior high school English reading teaching and proves that the implementation of formative assessment in senior high school English reading teaching can arouse students' interest in English reading and help students to cultivate good reading habit.In order to testify the effectiveness of the implementation of formative assessment,a teaching experiment is carried out in senior high school English reading teaching.In Sept.,2015,two classes of Grade One from Zhengzhou No.6 Middle School(Senior high school)are randomly selected to participate in the experiment.One is Experimental Class(EC)and the other is Control Class(CC).In the experiment,formative assessment is applied in the experimental class.Self-assessment,peer-assessment,teacher assessment and reading portfolios are applied in the experimental class English reading teaching.From the experimental data analysis and interview results,compared with the control class,students from experimental class gain much more interest in English reading and form a better reading habit than those from control class.This proves the hypothesis that the effective implementation of formative assessment can arouse students' readinginterest and help students to form good English reading habit.