A Survey On The Implementation Of Formative Evaluation Of English Classroom In Senior High School

Classroom evaluation is one of the important contents of teachers’ teaching and plays an important role in students’ learning.With the reform and concept change of English teaching in Senior High School,teaching evaluation has attracted more and more expects’ attention.The traditional summative evaluation puts too much emphasis on written grades and divides students into high and low according to the score,which obviously cannot meet the needs of students’ overall development.Formative evaluation can not only evaluate the performance of students’ learning process and the results they have achieved,but also reflect the students’ attitudes and strategies in the learning process,which can effectively enhance students’ self-confidence and achieve a sense of achievement.However,there are few empirical studies on the status of the implementation of formative evaluation in Senior High School English classroom,so it is worth investigating as a subject.This thesis takes 4 English teachers and 100 students in the first and second grade from high school affiliated to Henan Normal University as research subjects and adopts the scientific research methods of classroom observation,questionnaire and interview to solve two research problems:(1)What kinds of formative evaluations do Senior High School English teachers use in the classroom?(2)Which formative evaluation method is most helpful for students’ English learning in Senior High School?After the analysis and discussion of the data,the following research results are obtained.(1)In Senior High School English classrooms,teachers adopt the following formative evaluations:teacher evaluation,mutual evaluation,observational evaluation,etc.(2)Teacher evaluation is most helpful to students’ English learning.The vast majority of students have positive attitude towards the evaluation categories of students’ self-evaluation,students’ mutual evaluation and observational method and they think they are helpful for their English learning.In contrast,the students’ enthusiasm for using the files method for evaluation is low.The majority of students express their hope that teachers would use teacher evaluation and observational method in the future.In the minds of the students,teachers have absolute authority.Under the encouragement and affirmation of teachers,students’ learning motivation and confidence will be greatly enhanced.Based on the above research results,suggestions are made from two levels: schools and teachers.School management departments should work together with front-line teachers to listen to the difficulties they encounter in teaching and help to solve these difficulties and regularly organize teachers to conduct training related to formative evaluation.At the same time,the school management department should appropriately expand English teachers to ensure that there are enough English teachers to carry out teaching job.As a link between students,parents and society,teachers’ performance in the implementation of formative evaluation will directly affect the progress of the entire evaluation system.Teachers should not only pay attention to students’ language learning,but also focus on the progress of students in emotional attitudes,learning strategies and learning habits.Teachers should also pay attention to the differences of students.Every student has his own strengths and weaknesses.Therefore,when carrying out formative evaluation activities,teachers should analyze students’ individual differences,learning styles,intelligent potentials and characteristics,so that students can achieve results and gain confidence by participating in various evaluation activities.