A Study Of Formative Assessment In High School English Classroom Teaching

As is clearly stated in English Curriculum Standards for Senior High Schools(Experimental Edition 2003),assessment is an essential part of the English Curriculum.Scientific assessment system is of great significance in realizing the curricular aims.The assessing methods adopted by most schools are far too formatted with no concern for personality,which seriously affects students' interest in learning English and the autonomous ability to learn English.On the basis of such a background,constructing a multi-element and open evaluation system,making it work in real teaching is of vital importance.From October,2011 to December,2014,a research project about formative assessment was conducted in High School Attached to Shandong Normal University.This study is carried out around the problems concerning formative assessment in high school classroom English teaching.What has been explored in the study has a lot to do with how the formative assessment is applied to real teaching and what the teachers gain from the formative assessment.How the formative assessment affects the students and English learning is also one of the research questions.Last but not the least,suggestions for improving the formative assessment are given by the teachers and students after the research and investigation.The research was done in High School Attached to Shandong Normal University from 402 high school students in Grade 2011,Grade 2012 and Grade 2014,besides 43 high school English teachers by means of questionnaire survey,classroom observation,interviews and electronic portfolios.The research has achieved some findings about formative assessment.The implementation of formative assessment can help the teachers adjust instructions and teaching content in time so that the teaching effect can be maximized.Formative assessment is of great significance for the students' autonomous learning.Suggestions for improving formative assessment are put forward by the teachers and students too.It is suggested that target-oriented evaluation and subject-oriented evaluation should be both taken into account.Teacher-student interactive evaluation ought to be carriedout with concern to classroom teaching effects.Last but not the least,evaluating criteria have to be comparatively stable and continuously polished.With the help of the findings of the study,teachers,students and the administrations can ben enlightened on how to implement the formative assessment.With formative assessment implemented more effectively and efficiently,the students can improve the autonomous capacity for learning,thus developing full around.