An Action Research On Developing Senior High School Students' Autonomous Learning Ability With Formative Assessment

Assessment is an important way to test students'integrated language proficiency development and also among the important indexes to evaluate teaching effects and education quality. Assessment is an important means to ensure the curriculum implementation as well as an organic part of teaching activities. However, in actual senior EFT, the biggest trouble the author met were students'passive attitudes and the rigid testing system——summative assessment. The author was quite clear that it's futile just to change the teaching methods in that the pressure of exams on students will prevent them from becoming autonomous learners. In this regard, the author turns to formative assessment, which focuses on process instead of on results, with a view to develop students'autonomous learning awareness and abilities.In light of this understanding, the author of this thesis conducted an action research with 45 senior high students of Experimental No.3 School in Xinghualing District of Taiyuan. The author, as a regular English teacher for this class, made an action research of them during the one-year teaching research. As measuring tools, questionnaire, interview and reflection with students were used to collect data. At the same time, the author compared the students'scores of the formal exams. In teaching practice, the author continues to improve and refines the research problems, and adjusts the teaching ideas. The author who has done aims to develop cultivating students'autonomous learning ability through the formative assessment.The results indicated that the functions of formative assessment lie in promoting the senior high school students'learning approach transformation and cultivating students'autonomous learning ability. The formative assessment is beneficial to promoting and keeping the English learning interest of senior high school students, then improving the English learning achievement.