An Empirical Study Of Formative Assessment Of English Teaching In Secondary Vocational School

With the continuous expansion of higher education,the quality of the students in secondary vocational schools is declining.Most of them have a weak learning foundation and lack confidence.They often show poor attitude to examinations.The traditional summative assessment is not conductive to the improvement of this phenomenon.Formative assessment has developed rapidly at home and abroad.It is to use a variety of evaluation methods to constantly evaluate students' learning in all aspects during the teaching process.Timely and effective feedback can help learners keep close to their learning goals.So the thesis introduces formative assessment into secondary vocational English teaching class.Two research questions were mainly discussed in this thesis.Question one: Is formative assessment more helpful to improve secondary vocational students' English achievement than summative assessment? Question two: Is formative assessment more effective to improve secondary vocational students' autonomous learning behaviors compared with summative assessment? This thesis is an empirical study carried out in two parallel classes in Wuzhai Normal School.Before the experiment,all the students from the two classes took the pretest and pre-questionnaire.In the experiment,the researcher adopted formative assessment in the EC and traditional summative assessment in the CC.After one academic year,the post questionnaire and posttest were conducted in both classes.And fifteen students were interviewed from the experimental class.SPSS 21.0 was used to analyze and discuss the collected data.The finding is that formative assessment is more helpful to improve secondary vocational students' English achievement and autonomous learning behaviors than summative assessment.Finally,the limitations of this empirical study were analyzed and some related suggestions were put forward for future research.