A Study On The Application Of Formative Assessment To English Reading Teaching Based On The New Curriculum Standard In Junior High School

Reading is an important part of junior high school English teaching,and also the basis and premise of developing other language skills.The importance of English reading is especially emphasized in the basic education stage,and reading learning is closely related to evaluation.Common evaluation system includes summative assessment and formative assessment.The English Curriculum Standard for Nine-year Compulsory Education（2011 Edition）clearly points out that English teaching must combine formative assessment with summative assessment.The evaluation in daily teaching is given priority to formative assessment and pay attention to students’ performance and progress in the learning process,so as to help students to effectively reflect and summarize.However,there is limited research on the application of formative assessment in English reading.Therefore,this study applied the formative assessment to junior high school English reading to discuss the following two research questions:1.What are the effects of formative assessment based on the New Curriculum Standard on students’ English reading attitude in junior high school?2.What are the effects of formative assessment based on the New Curriculum Standard on students’ English reading ability in junior high school?84 students from two parallel classes in grade eight of a junior high school in Shenyang were selected as the research subjects.The experimental class adopted formative assessment method,while summative assessment method was used in the control class.In addition,an 8-week reading test was conducted in the experimental class to test the students’ learning effect.The whole experiment lasted for three months to investigate the effects of formative assessment on students’ reading learning.In order to discuss the above two questions,the researcher collected data by questionnaires,interviews and tests during the implementation of formative assessment,sorted out and analyzed experimental data by SPSS 26.0.The experimental results showed that formative assessment could have a positive impact on junior high school students’ English reading learning.Firstly,by analyzing the questionnaire data and the interview text,the researcher found that the formative assessment could improve the students’ English reading attitude;Secondly,according to the changes of the eight weekly test scores of the experimental class and students’ English reading average scores in the pre-test and post-test,there was obvious difference.It was found that formative assessment could improve students’ reading performance and their overall reading ability.In addition,the researcher hopes that this research can provide a reference for other English education researchers to conduct further studies on formative assessment.