On Adopting Formative Assessment To Improve Senior High School Student's English Learning

Evaluation is considered a very significant factor in English teaching, but with the influence of traditional testing evaluation theory, English teaching evaluation still depends so much on summative evaluation in our country, students' testing scores are treated as final evaluation criteria in summative evaluation methods. This has resulted in many students learning English only to pass examinations or to go to school. Both teachers and students neglect the process of learning, paying no attention to students' creativity and subjectivity, and which apparently can't meet the demand of the quality education. In the paper, formative evaluation is proposed, which focus on all kinds of students' learning activities and tasks. Its purposes are to find out language aptitude of each student, improve and strengthen students' learning methods and provide feedback for teachers.The first chapter introduces the background and significance of evaluation, and reviews the history of evaluation. The second chapter introduces what the evaluation is , what the formative evaluation is and what its basic theories and characteristics are. The third chapter deals with the evaluation's directing functions and its principles of carrying out formative evaluation. The fourth chapter is to deal with the plan of the experiment and arrangement of the timetable. The contents are : class evaluation, activities, homework and studying strategies. The fifth chapter presents the evaluation form—portfolio, and explain how to use it in reality. The sixth chapter analyze the results of experiments which prove the effectiveness of the experimental research, but there are some disadvantages and some limitations in practice.