A Study Concerning The Formative Assessment Methods In The Secondary Vocational School English Teaching

Assessment is considered as a very significant factor of English teaching .How to use the educational assessment correctly is important for improving the teaching quality .According to the effect of teaching process educational assessment was divided into summative assessment and formative assessment. Summative assessment that was used widely as a assessment tool had its advantage, but also had shortage that cannot be ignored .To summative assessment, testing scores is the only value to assesses the students'learning ability .At the same time, it is also the standard to value the teaching quality .This made the students, teachers, parents and schools focus on the testing scores and ignored the students'learning interests and other abilities and techniques. It's not good for educating the students'confidence and improving the students'creativity, imagination and working ability. In the future, it is not good for fostering and improving the students'comprehensive fiber and ability. Now, negative influence of summative assessment has been realized by educators. Summative assessment is widely used by elementary professional school .Changing the assessment strategies had been the important parts in teaching reform of the elementary professional school .Formative assessment mainly assesses the learning process .The students'learning conditions can be concerned , the students'learning information can be collect and the students'daily learning can be analyze .Formative assessment also can assess the students'learning ability ,affect ,attitude and improve their learning confidence and activism .Formative assessment emerged under the humanism and constructive theory of learning ,which is being used in English teaching . There is lots of research on formative assessment in middle school. But there are little research on this in secondary vocational school .This thesis intends to study the methods and influence of formative assessment in the instruction of secondary vocational school. The results of this study showed that using formative assessment is more effective to aid secondary vocational students to strengthen motivation, form positive affect and improve English achievement.Chapter one Introduction In china, the traditional evaluations are standardized tests. While still widely acceptable , these evaluations cannot appear to offer information about an individual student's learning processes .Under such kind of background, this thesis compared the formative assessment with summative assessment and pointed out the functions of formative assessmentChapter two Literature Review The author defined the key terms"formative assessment"and"summative assessment"and reviewed the theories and studies related to formative assessment.Chapter three Research Design In this chapter, the author introduced some formative assessment tools and gave an empirical study design. In the last part of the chapter, the author put forward some suggestions for language teachers and made recommendations for future research.Conclusion According to the theoretical studies and an experimental research, the author summarized the theoretical and practical significance of formative assessment.