Influence Of The Application Of Formative Assessment On English Learning Of Junior One Students

Curriculum Standards of English Compulsory Education(2011)points out that assessment plays an important role in English teaching.A proper assessment system provides a significant guarantee for the accomplishment of teaching objectives.As promoted by the Standards,both formative assessment and summative assessment should be applied and teachers should pay attention to not only the learning results but also the learning process.Especially,the application of formative assessment is conductive to help learners transform into assessment subjects and active participants from passive assessment objects.Nowadays,more and more scholars as well as educators try to apply the formative assessment in the English teaching.However,in Junior classes,summative assessment still dominates in our daily teaching.Under the great pressure of exam results,junior students tend to lose their learning interest at a very early stage,which leads to bad English learning effects.Therefore,this study based on the theory of formative assessment and meta-cognitive strategies focuses on the learning process in the first term of a group of Junior One students.Teachers applie the formative assessment system in order to reveal its influence on the use of students’ meta-cognitive strategies and their academic achievements.Moreover,teachers can further discover more effective teaching methods to raise students’ learning interest,to promote the use of proper learning strategies as well as to improve their learning effects.A group of Junior One students from Suzhou Jingfan Middle School have participated in the research as study subjects.Research tools consist of questionnaires and standard tests.It takes sixteen weeks to carry out this action research.After experiment,SPSS 18 was used to analyze all the data collected from the experiment by comparing mean and using independent sample T test method.The study shows that the application of formative assessment has its influence on the English learning results of Junior One students.In the three dimensions of meta-cognitive strategies,the results show that the formative assessment has its influence,profoundly on monitoring strategy,secondly on regulating strategy,next on planning strategy.In addition,the use of formative assessment can also enhance students’ English academic achievements.According to this,here comes the teaching inspiration from this study.Considering the particular case of the Junior One students,teacher should properly implement the diversified formative assessment practices including teacher-centered assessment,student-centered assessment and portfolio assessment to cultivate and strengthen their motivation.The reflections after assessment help solve the problems of teaching and learning.Meanwhile,it can help teacher know more about formative assessment and develop the habit of timely reflection on teaching to improve their teaching capabilities and professional skills.