An Investigation On The Implementation Of Formative Assessment In Senior Middle School

In the study of modern education evaluation, different concepts and patterns once dominated others in different periods. At present, English teaching evaluation methods mainly depends on summative assessment. Now, a common idea that formative assessment is an important category of education assessment has been reached, which has excited all the researchers in this field. But, has it been well applied to the assessment of senior English learning? And does it really take effects in practice?After reviewing the history of educational assessment theory and analyzing the concepts of formative assessment and summative assessment, an expatiation on methods and tools of classroom-based English formative assessment has been made.Prompted by those previous questions, a research into the current situation of how formative assessment is carried out in senior middle schools in Changchun. Diverse ways are adopted to make the research more convincing, for example, classroom observation, questionnaire, and interview. The result shows that there are some mismatch between theories and reality. Formative assessment has not been truly used to assess students'English learning.The research shows that there are some misunderstandings toward formative assessment in English teachers'mind. After data collection and analysis, the writer lists some problems that cause formative assessment not to be fully carried out. The writer also gives some proposals to solve theses problem. Although formative assessment takes much time and energy, the writer believes it is flexible, educational and developing in nature. Therefore, it is still a suitable way to assess senior students'English learning.At last, the limitations and perspectives are listed.