A Survey On The Application Of Classroom Formative Assessment To Senior High School English Teaching

With the spread and development of educational theories such as Constructivism and Multiple Intelligences in China,the standard to measure the quality of teaching is no longer just students’ academic achievement.Teaching evaluation based on the core literacy of English subjects should focus on formative assessment supplemented by summative assessment.Therefore,formative evaluation becomes the development trend of modern educational evaluation in China.However,it is difficult to change the long-standing problem in traditional education of emphasizing scores over quality and knowledge teaching over comprehensive education in a short time.The actual application of formative assessment in senior high school English classroom at present still needs further investigation.During the author’s internship in a senior high school in Tianjin from September 2021 to December 2021,through classroom observation and interview,two questions are answered: how do teachers apply formative assessment in senior high school English classroom? What are the problems in formative assessment in senior high school English classroom?The author finds that the main evaluators in senior high school English classroom are still teachers.Classroom formative assessment mainly focuses on language ability,but reading class will involve more other English core competences.The evaluation tools used in teacher evaluation are generally scale,group discussion,question and test.In terms of teaching feedback,the frequency of positive feedback in reading class is significantly higher than that in vocabulary class and grammar class,and the frequency of developmental feedback in expert teachers is significantly higher than that in other types of teachers.The author finds that there are the following problems in formative assessment of senior high school English class: Students’ participation as evaluators is not enough.Some teachers lack the link of sharing learning objectives before class or do not leave enough time for students to understand learning objectives.All teachers pay too much attention to students’ mastery of language knowledge and ignore the cultivation of students’ other core qualities in vocabulary and grammar teaching.Teachers’ classroom formative assessment tools are too traditional and single.Teachers’ positive feedback to students is generally not specific enough.Most of the developmental feedback is correcting students’ language errors.In view of the above findings,the author puts forward some teaching suggestions for English teachers.For example,teachers should clarify and share the learning objectives of each class,give full play to students’ dominant position in English class and give students more opportunities to be evaluators,deepen English core literacy and comprehensively evaluate students,enrich English classroom communication activities and innovate evaluation tools,pay attention to the applicability and richness of feedback and improve teachers’ sensitivity and observation ability of classroom teaching and establish a democratic supervision and management system.