The Application Of Formative Assessment In5702Middle School In Wu Gong County

Educational assessment is one of the three major subjects of modern educational science and research. It is a system specially designed to determine the levels of teaching activities. To some extent, assessment has a decisive influence on the situation of education. The New English Curriculum Standard for Senior High School Students, which began in2001in China, pointed out that traditional summative assessment should be combined with formative assessment, and more attention should be paid to formative assessment. Contrary to the summative assessment, formative assessment is a process-oriented, student-centered assessment which can most largely arouse students1interests of learning English and improve students’language capacity.Summative assessment has been implemented in China for thousands of years. With the development of economy, its disadvantages in developing students’abilities have become more and more obvious. Nearly all the teaching and learning activities in middle school were centered on how to get a high score. Students’learning initiative has been restrained. Their learning of knowledge has been restricted only to the answering of the questions on papers. Therefore, it is urgent that the traditional summative assessment should be reformed.Formative assessment has become the mainstream of educational assessment around the world. The purpose of this thesis is to prove that formative assessment has the potential to arouse students’interests, increase their confidence and improve their English capacity. The research is based on an experiment, in which, a list of tools were applied in order to test the effects of formative assessment in middle school English teaching and learning.The object of the research is to test the effects of formative assessment in improving students’ English learning in middle school in Wu Gong County. The method of the thesis is the experimental method. Two classes of Grade One were included in the experiment. There are sixty students in Class one and sixty two students in Class two. Class two is the experimental class and Class one is the controlled class. Quantitative and qualitative data will be collected.After the experiment, the author has made an analysis of the data collected from the experiment. The author was pleased to find that formative assessment has great effects in arousing students’ interests in English learning. Their language skills have been developed and learning competence improved. However, there still exist some potential problems in the implementation of formative assessment. For example, it is time-consuming and needs a high requirement for teachers and schools. Some suggestions were presented in the end of the thesis. After all, Formative assessment will inevitably be recognized as one of the most important ways of educational evaluation in Wu Gong in the future.