An Investigation And Strategies Study Of Formative Assessment Implement In Senior High School English Teaching

The effective implementation of education assessment is the key to improve the quality of education and also the means to promote the all-round development of students.The Ministry of Education in China attaches particular importance to the function of assessment in basic education and constantly improves the assessment mechanism and reforming teaching assessment.National English Curriculum Standards for General High Schools continuously optimize teaching assessment requirements.The new curriculum standards for 2020 emphasizes that teaching assessment based on the English Key Competency should be based on formative assessment.It can be seen that formative assessment is an important part of English teaching in senior high schools,and also the key to develop excellent English talents.Therefore,the implementation of formative assessment in senior high school English teaching at this stage deserves further being explored by researchers.This thesis takes 9 English teachers and 270 students from three senior high schools in Yan’an city as the research objects.Based on the theory of multiple intelligences and developmental assessment,this thesis aims to explore three research questions by using the methods of questionnaire survey,classroom observation and interview: What is the current situation of the implementation of formative assessment in senior high school English teaching? What are the reasons that affect the implementation of formative assessment? How to implement formative assessment more effectively in high school English language teaching?Through investigation,the current situation of the implementation of formative assessment in high school English language teaching can be found from six aspects:formative assessment cognition,assessment subject,assessment content,assessment method,assessment feedback and assessment effect.The reasons that affect the implementation of formative assessment are: the assessment literacy of English teachers needs to be improved;students’ assessment literacy is weak;schools attach less importance to the implementation of formative assessment and the improvement of teachers’ assessment literacy;the influence of the College Entrance Examination baton.Finally,based on the theory of multiple intelligence and the theory of developmental assessment,some suggestions are proposed according to research data,the New English Curriculum Standard and educational assessment policies: Teachers should improve their assessment literacy,constantly update their own assessment concepts,guide students to constantly reflect and develop,meanwhile,schools strengthen the support and management for teachers to implement formative assessment;encourage diversified subjects to participate in the assessment,establish specialized assessment organization to strengthen the cultivation of professional assessment talents;assess students’ English Key Competency comprehensively and evenly;Teachers and students jointly design diverse assessment methods;Provide high-quality feedback information timely.