A Study On The Application Of Formative Assessment To English Teaching In Secondary School ——A Case Study Of Qinghai Agri-animal Husbandry Vocational College

In recent years,English teaching in secondary schools has encountered many problems.Students’ English foundation is weak,their interest and motivation in learning English are poor,and their participation in classroom activities is low.Meanwhile,the teaching assessment system is solidified,and the assessment standard is single,which makes students only prepare for the exams unexpectedly,which is very unfavorable to improving language ability.In order to change the current situation of teaching English in secondary schools,it is not only necessary to use effective teaching methods and means but also essential to choose an assessment method that is suitable for the situation of teaching English in secondary schools.Unlike the traditional summative assessment method,formative assessment plays a vital role in secondary English teaching with flexible assessment criteria and various assessment tools.Guided by multiple intelligence,constructivism learning theories,and secondary language theory,this study aims to introduce formative assessment into teaching and learning to break the current dilemma of secondary English teaching.This study uses a combination of qualitative and quantitative research methods to explore the following questions:（1）In what specific ways does formative assessment relate to students’ interest in learning English?（2）How does the implementation of formative assessment affect students’ classroom participation?（3）What effect does formative assessment have on secondary vocational students’ academic performance?The focus of the study is on the impact of formative assessment on secondary vocational students’ interest in English learning,academic performance,and classroom participation.The research methods include e-portfolio,tests,questionnaires,and classroom observation,which collect information from multiple perspectives to ensure the reliability and validity of the research results.In this study,students from two freshmen classes of Qinghai Agri-animal Husbandry Vocational College in 2021 were selected as the research subjects,and they were randomly divided into experimental class and control class.The experimental classes use formative assessment methods during the study period,while the control classes still use summative assessment methods.The study intends to use the experimental comparison method to conduct a semester-long formative assessment English teaching experiment.Two questionnaires,two tests,and eight classroom observations were used to record students performance during the experiment.After collecting the data,the data from the study were analyzed using SPSS 25.0 software.The study found that formative assessment positively impacted secondary school students’ English learning,and students’ interest in learning English improved significantly.In contrast,their English learning performance improved significantly,and their learning attitudes were more optimistic than before.Teachers made students behave more confidently and boldly in a class by giving more communication and positive comments to students.Their classroom participation increased significantly,making the classroom atmosphere more active.From the teachers’ point of view,formative assessment has changed the way teachers evaluate and assess their students,bringing them closer to each other and making teachers’ assessment of students more diversified.