Influence Of Formative Assessment On Learners' Motivation In Junior Middle School

Assessment is an important part in English teaching.Traditional summative assessment has become powerless in testing and evaluating students' language ability. The newly promulgated Ordinary Senior High School English Curriculum Criterion formulated by the Ministry of Education in 2002 demands that student-centered Formative Assessment should be served in the English teaching.Students' learning Motivation plays a very important role in English learning.English Curriculum Criterion points out teachers should stimulate students' interest and learning motivation. Motivation has become one of the aims of emotion and attitude in the English teaching. This thesis focuses on study of influence of formative assessment on learners' motivation in junior school and intends to identify the most effective form of formative assessment in relation to students' motivation promotion.An action research was carried out in Beijing Chenjinglun High School Jiaming Branch School throughout 12 weeks.The results of this study show the formative assessment is more effective in promoting English learning motivation of middle school students at different levels. Formative assessment makes an evident effect on students' attribution and stronger effect on extrinsic motivation than intrinsic motivation.Chapter one reviews the background of the formative assessment,discusses the problems that existed in the past English teaching evaluation of China and points out the significance of this research.Chapter two reviews the theories and studies related to the formative assessment and motivation into an action research.Chapter three reports the 12-week action research.The results and analyses of the collected data during the action research are presented in the Chapter four and some discussions are made in this chapter.Chapter Five proposes the major findings,implication,limitation and a conclusion of this study.