The Study On The Effect Of Formative Assessment On Learner Engagement In High School English Classroom

Based on theory of formative assessment,this paper investigates the correlation between formative assessment and learner engagement in high school English classrooms,using Grade 10 students from a senior high school in Fuzhou as the research subjects,with the aim of exploring the impacts of formative assessment on learner engagement in high school English classrooms,so as to provide a reference for high school English teachers’ teaching evaluation.The results of the study indicate that the application of formative assessment is still inadequate due to limited classroom time and exam-oriented education.The comparison of learner engagement before and after the experiment reveals that formative assessment plays an important role in promoting learner engagement.Combined with the shortcomings and dilemmas of the application of formative assessment in high school English classrooms,the author proposes countermeasures to optimize students’ emotional engagement,behavioral engagement,cognitive engagement and social engagement in four aspects: evaluating students’ interest in English learning,learning habits,multiple thinking ability and cooperation competence.This study aims to improve the impacts of learner engagement in high school English classrooms and promote learners’ independent learning and motivation.This research has certain reference significance for future research on formative assessment and learner engagement,and also has positive practical significance for effectively improving students’ interest in learning English and enhancing their self-confidence and motivation in English study.