The Application Of China’s Standards Of English Language Ability In Formative Evaluation Of English In Senior High School

Formative evaluation is one of the important contents of educational evaluation theory,and it is also an important component of English assessment and testing in senior high school.Formative evaluation refers to the continuous monitoring and evaluation of student learning in accordance with certain standards during the teaching process,the detailed and in-depth interpretation and analysis of the evaluation results,and the provision of timely,rich,and targeted feedback for teacher’s teaching and students’ learning,and promote the evaluation of learning.The author of this thesis attempts to apply the China’s Standards of English language ability to the steps of formative assessment in senior high school English teaching process,and uses the reading ability scale of the China’s Standards of English language ability to form different evaluation subjects and tools for formative evaluation.For example,this thesis explores the effective application methods and approaches of the reading scale of the China’s Standards of English language ability in senior high school English formative evaluation,and also hopes to provide a new perspective for the implementation of senior high school English formative evaluation..The core content of this thesis is the application of the formative evaluation of the China’s Standards of English language ability in the senior high school English reading process.We mainly discuss the application of the reading scale in the senior two English reading process: the issue of paradigm.That is,the steps and links that teachers and students should follow in the teaching and learning process,and the preparations that teachers and students should make during the process.In this thesis,through the study of the reading ability scale of China’s Standards of English language ability and formative evaluation,there are two findings.First,the reading ability scale of China’s Standards of English language ability has two main descriptors for the senior high school segment.In terms of information extraction and topic generalization as well as descriptors for identification and analysis,these descriptors are the important reference during the process of the formative evaluation;Second,when applying the reading ability scale of China’s Standards of English language ability to the formative evaluation process,it is generally necessary to "take four steps".The first step is to study the "English Curriculum Standards for General Senior High Schools";the second step is to fully understand the reading ability scale of China’s Standards of English language ability;the third step is to match the reading ability scale of China’s Standards of English language ability with the reading level of the students in senior high school;the fourth step is to combine the reading ability scale of China’s Standards of English language ability with the formative evaluation in the evaluation process.In the daily teaching process,the above steps can be reasonably adapted according to the teaching situation and specific learning situation to form a reasonable and feasible application scheme.