A Research On Formative Assessment In The Teaching Of English Reading In Junior Middle Schools

Reading is the basis for developing other language skills.How to improve students' English reading ability is an important link in junior high school English reading.The effect of reading is closely related to the evaluation which is divided into summative evaluation and formative evaluation.This research intends to explore a new way of reading teaching mode from the perspective of formative assessment to students.This dissertation,by linking theory with practice,makes an tentative attempt to explore the application of the formative evaluation in the teaching of English reading in junior middle school.The research with application of formative assessment is to enhance student's reading strategies and furthermore improve their English reading ability.Therefore,the effectiveness of formative evaluation in junior high school English reading teaching is urgent.The research questions are as follows:1.Is formative assessment helpful to improve students' reading strategies in junior high school English reading teaching?2.Does formative assessment contribute to improving students' reading ability in Junior English reading teaching?The experiment based on two parallel classes which have been researched on how to use formative assessment in the teaching of English reading to improve students' reading ability.The author carried out the experiment for 12 weeks,including the pretest,questionnaire survey,formative assessment applied in English reading class,and post test,questionnaires to students after the experiment.Data were gained from the questionnaire before and after the experiment,which has been used for analysis and from which the researcher has thus verified that formative assessment has a positive effect on junior high school students' English reading ability.More specifically,formative assessment,used in English reading teaching appropriately,can improve students' reading strategies and enhance students' English reading ability.Based on the analysis above,the author draws the conclusion: the application of formative assessment in English reading class can improve students' reading ability,enhance their self-confidence and improve their attitudes towards English reading.The dissertation is made up of five chapters.Chapter one introduces the research,involving the background of the research,the objective,and the significance.The second chapter deals with the literature review related with the research,which involves the definition of formative assessment,the significance and other related research in reading at home and abroad.In addition,this chapter details the theoretical foundation of the research.The third chapter deals with the methodology and the design of teaching experiments,which expounds in details the subjects,research instruments,involving the design of questionnaire,interview,test papers and research procedures.The fourth chapter tackles the analysis and discussion.The fifth chapter is the conclusion,which includes major findings,pedagogical implications,limitations and suggestions for further study.