An Investigation On The Implementation Of Formative Assessment In Senior High School English Classroom Under The Background Of The New Curriculum Standard

Evaluation plays an important role in English teaching.The English Curriculum Standards for Senior High School(2017)clearly proposes that teachers should pay attention to the diversity and rationality of evaluation methods and effectively carry out formative assessment.Therefore,the evaluation subject,content and method need to be reshaped,and a targeted,objective and diversified English teaching evaluation system should be actively constructed.This study investigates the current situation of the implementation of formative assessment in senior high school English classroom,mainly to understand the current situation and existing problems of the use of formative assessment in the classroom teaching process,and further explore pedagogical suggestions for the effective implementation of formative assessment.This research mainly solves the following three questions.(1)Under the background of the new curriculum standard,what is the current situation of the implementation of formative assessment in high school English classroom?(2)Under the background of the new curriculum standard,what are the problems in the implementation of formative assessment in high school English classroom?(3)What are the teaching suggestions for the effective implementation of formative assessment in senior high school English classroom under the new curriculum standard?Based on constructivism theory,multiple intelligence theory and humanism theory,this study takes 200 sophomore students and 20 English teachers from Zhangjiakou No.6 Middle School as the research participants,conducts a questionnaire survey,and interviews and classroom observations with 5 teachers to collect relevant data,and analyzes the data through SPSS.The questionnaire of this study is derived from Liu Wen’s(2012)thesis,“A Study on the Formative Evaluation in English Teaching at the Middle School Level”,and is adjusted and improved in combination with researcher’s own practice.The classroom observation scale is adjusted and improved according to the classroom observation scale in Li Meng’s(2007)thesis “A Study of the Practice of Formative Evaluation in First Grade English Class in Primary School”.In addition,the research results show that the application of formative assessment is not ideal in high school English classroom teaching,and summative assessment still dominates classroom assessment.Teachers lack in-depth understanding of formative assessment,the evaluation content is not comprehensive,the evaluation subject and evaluation method are single,and the evaluation feedback effect is poor.After analysis and research,the reasons for the above problems are as follows: The content of formative assessment system is complex;teachers and students are affected and restricted by the examination-oriented education of college entrance examination;teachers’ teaching evaluation concept is outdated;the development of students in all aspects is not yet mature,and they cannot make objective and correct evaluations to their classmates.Based on this conclusion,this study puts forward some pedagogical suggestions from three perspectives,and the purpose is to promote the application of formative assessment in English classroom teaching.From the perspective of teachers,teachers should pay attention to the scientificity of the evaluation system,the comprehensiveness of the evaluation content,the diversity of the evaluation subjects,the diversity of the evaluation methods and the richness of the feedback information;from the aspect of students,students should fully realize the importance of teacher assessment,student assessment and student peer assessment,and actively participate in evaluation activities;from the perspective of education department,the education department needs to transform teachers’ evaluation attitude,increase the input and supervision of formative assessment,and grow the ranks of school’s teachers.