The Research On The Design Of The Formative Assessment Tools In Junior Middle School English Teaching

Assessment is an important part of English teaching. But for many years tests and exams were considered to be the only way to evaluate students, which is not good and fair enough for students. Traditional summative assessment values result more than process, knowledge more than quality, and selection more than encouragement. This kind of assessment can not bring the activity, creativity or initiative of the students into full play. Luckily, the learner-centered formative assessment is being developed nowadays. It is a solution to some problems existed in current English teaching. The formative assessment is the modern educational ideology which is embodied in the curriculum assessment reform. It is student-based and goes through the whole teaching process, which shows the assessment function of promoting the development of both teachers in teaching and students in learning.This thesis analyze the kinds of the educational assessment and the present research on it at home and abroad. It also inquires into the theoretical basis of the pedagogy and psychology of the formative assessment in terms of multiple intelligence theory, humanistic theory on education, constructivist education principles and Communicative Competence theory. These advanced educational ideologies indicate the macro directions to the formative assessment reform.According to the present situation of English Teaching assessment in the author's school , this paper put forward some specific methods about the using of the formative assessment in junior middle school and its implications. Finally, we conclude that using the tools in this thesis is a good way to use formative assessment.