On The Conducting Of Self Assessment To Improve The Reading Ability Of 1^st Senior Middle School Students

Reading is one of the four basic skills which learners are required to master if they want to learn a foreign language , therefore ,it is also important in teaching of English. However, in the traditional course of teaching of reading, based mainly on the explaining of teachers and the notes-taking of students, the main body-students haven't taken an active part in the process. The reason lies in the assessing in English reading depends too much on summative assessment, which is hard to enhance students'enthusiasm in reading and arouse their interest in learning English. Furthermore, their self-confidence may be greatly shaken.Compared with the disadvantage of summative assessment, formative assessment is proposed, which focuses on the process of the students'learning. Its purpose is to improve and strengthen students'learning methods and strategies so that they will read actively rather than passively. Self assessment, as the main form of formative assessment, is a very important means of assessment. Because it can largely arouse the interest and improve the ability in English reading of learners, and finally raise the efficiency of English reading.Based on the relative theories, writer of this thesis carried out this experiment on the students in grade one who were admitted to HaiLaer NO.2 Middle School in Inner Mongolia in September 2008. This thesis made some analysis of the effect of conducting formative assessment on reading by using self assessment approach in teaching of English reading. The thesis explores how to carry out formative assessment in English reading in middle school and includes some experimental research. The analysis of the statistical results proved the effectiveness of the experimental research.