A Study On Incentive Effect Of Formative Assessment In Secondary Vocational School's English Teaching

In recent years, the number of students in the secondary vocational schools has decreased and the quality has declined. English learning has become the weakest link. In the investigation, the author found: the students are lack of an active attitude or self-confidence in English learning. The students couldn't attend the senior high school. Some of them didn't attend the high school entrance exam, and some did not finish the junior high school. And most students had poor knowledge, and they were afraid of cultural infrastructure or the exam, too. They are used in idleness, no self-confidence. The traditional summative assessment has its own advantages, but its shortcomings shouldn't be ignored. The summative assessment makes the students concentrate on the test scores too much and weaken the students themselves motivation, interest and persistence. This is unfavorable to cultivate the students'self-confidence and the practical skills, unfavorable to improve the students integrated professional abilities. The result is to make the students continue suffering from English study and taste bitter defeat. It also distorts the learning motivations of the students. In view of this, how to motivate the students' interest in learning English for teachers is so important? The writer has made a special study for bringing incentive effects for the secondary vocational school's students by conducting formative assessment in English teaching. The writer revisited the current secondary vocational English education assessment system, practiced formative assessment model in the English teaching and gave full play to the positive role of formative assessment, and systematically summarized the incentive effects of formative assessment in secondary vocational school English teaching and its expression form. The study breaks the current Chinese secondary vocational school English teaching assessment research is confined to the experts, professors, but educational front-line educators on the teaching assessment cognition is still in testing phase current. At the same time, from the implementation of the secondary vocational English teaching assessment, the author's understanding about the secondary vocational English teaching assessment is vague and one-sidedness. The author knows the assessment is not just for testing, positive and sorting for students and the content is not only with the students' knowledge target. It also should be paid attention in attitude, emotion even innovation awareness and practice ability. So the author summed up the effective measures in the implementation of formative assessment.The author comparatively studied Class 1 and 2 of 08 Tourism and Service Management Department in Langfang Electronic and Information Technology School. First at the entrance the author gave them examination and diagnostic questionnaire with comparison on their English achievement and learning attitude, emotion and practice ability. In the subsequent two years study in school, the author conducted formative assessment in Class 1 and continued to use the old assessment mode in Class 2. At the end of the school-year the teacher gave them examination and questionnaire once more and according to the results to comparatively analysis the situation of students and summarized incentive effects of formative assessment. The results show that formative assessment combined the students' background, motivation, emotion with their attitude together. All these played an active role in motivation. The students experienced formative assessment was a part detecting their personal development process. They could consciously, actively involve in learning, thus improving the learning achievement.